2013年6月英语六级真题汇总及答案解析

合集下载

2013年6月六级考试真题答案解析(一)

2013 年 6 月六级考试真题答案解析（第一套）2013 年 6 月大学英语六级考试真题 ( 一) 答案与详解Part ⅠWriting1、审题 :本篇是评论性的话题作文。

“微笑”是常谈不衰的话题，它本应是人们最自然、最常见的表情，而现代都市人大都为生活、工作、学业、子女等种种事务日复一日地劳碌奔波，背负着越来越大的压力，那种最真诚、最自然、最质朴的微笑正渐渐从人们的脸上消失。

在科技发达的现代社会，人与人之间在空间上的距离更近了，但在心灵上却越走越远。

本篇要求评论“微笑可以拉近两个人的距离”这句话并为文，而在更深层次上，出题人似乎是想借这个题目引发人们的思考，让人们通过“微笑”消除彼此之间的冷漠、仇恨、冲突，搭建良好的交流沟通和亲近的桥梁，因此这一题目开放性强，考生可发挥的空间很大。

此外，题目 Drections 中指出考生可以援引事例来证明观点，这为考生行文提供了一个思路，即：先陈述微笑的作用，然后援引事例予以证明，并对事例简单评述以点题，最后提出个人看法。

此外，考生也可先指出微笑可以缩短人与人之间距离的几个方面，然后指出微笑所代表的深层含义 ( 人与人之间的信任支持、关怀友爱、宽容悲悯等真挚情感），最后再作出总结。

2、写作思路：第一段：引用特蕾莎修女的名言，指出微笑能缩短人与人之间的距离，并从三个方面体现：消融冷漠或敌意；赋予力量；拉近友情。

第二段：从不同角度举例证明微笑能缩短人与人之间的距离：绝望中抚慰心灵；陌生环境中与人亲近，获得帮助；困境中，获得力量。

第三段：总结前面所述，给出个人看法：微笑让我们受益匪浅，笑口常开促进人与人的交流，促进社会的和谐。

A Smile Can Shorten the Distance Between PeopleMother Teresa once said, “ Every time you smile at someone, it is an action of love, a gift to that person, a beautiful thing. ”Human beings are said to be one of the few species in this planet who can express sincere sentiments through a smile. And it is a smile that melts the indifference or hostility between people, that gives power to those who are at the edge of despair, and that brings friends close to each other. In a word, it is a smile that continuously shortens the distance between people.A smile, with its strong power, brings out its miraculous glamour in different ways. When you are in the situation of despair, a smile from others will console your hurting heart. When you get into an unfamiliar circumstance, a smile will make the people around you feel comfortable and help you willingly. When you get into trouble, a smile from friends will give you power to stand up. Where there is no smile, there is no happiness of life.Seen from the discussion above, a smile benefits us very much. Let ’s keep smiling so that better communication between people can be achieved and a more harmonious society can be built.PartⅡListening Comprehension1.听力原文： W: I was shocked to hear of your wife ’s illness. Is she going to be all right?M: At first, the doctors won’ t assure, but she’ s reallySheimproved’llbehome. next week.Q: What do we learn about the man’s wife from the conversation?【预测】选项中的主语she 以及 recovered, operation, critical condition ( 危急状况）和getting much better表明，对话与she 的病情有关。

2013年6月大学英语六级考试真题

Part III Listening Comprehension (35 minutes)Section ADirections: In this section you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversations and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分試題請在答題卡2上作答。

11. A) She has completely recovered.B) She went into shock after an operation.C) She is still in a critical condition.D) She is getting much better.12. A) Ordering a breakfast. C) Buying a train ticket.B) Booking a hotel room. D) Fixing a compartment.13. A) Most borrowers never returned the books to her.B) The man is the only one who brought her book back.C) She never expected anyone to return the books to her.D) Most of the books she lent out came back without jackets.14. A) She left her work early to get some bargains last Saturday.B) She attended the supermarket’s grand opening ceremony.C) She drove a full hour before finding a parking space.D) She failed to get into the supermarket last Saturday.15. A) He is bothered by the pain in his neck.B) He cannot do his report without a computer.C) He cannot afford to have a coffee break.D) He feels sorry to have missed the report.16. A) Only top art students can show their works in the gallery.B) The gallery space is big enough for the man’s paintings.C) The woman would like to help with the exibition layout.D) The man is uncertain how his art works will be received.17. A) The woman needs a temporary replacement for her assistant.B) The man works in the same department as the woman does.C) The woman will have to stay in hospital for a few days.D) The man is capable of dealing with difficult people.18. A) It was better than the previous one.B) It distorted the mayor’s speech.C) It exaggerated the city’s economy problems.D) It reflected the opinions of most economists.Questions 19 to 22 are based on the conversation you have just heard.19. A) To inform him of a problem they face.B) To request him to purchase control desks.C) To discuss the content of a project report.D) To ask him to fix the dictating machine.20. A) They quote the best price in the market.B) They manufacture and sell office furniture.C) They cannot deliver the steel sheets on time.D) They cannot produce the steel sheets needed21. A) By marking down the unit price.B) By accepting the penalty clauses.C) By allowing more time for delivery.D) By promising better after-sales service.22. A) Give the customer a ten percent discount.B) Claim compensation from the stool suppliers.C) Ask the Buying Department to change suppliers.D) Cancel the contract with the customer.Questions 23 to 25 are based on the conversation you have just heard.23. A) Stockbroker. C) Mathematician.B) Physicist. D) Economist.24. A) Improve computer programming.B) Predict global population growth.C) Explain certain natural phenomena.D) Promote national financial health.25. A) Their different educational backgrounds.B) Changing attitudes toward nature.C) Chaos theory and its applications.D) The current global economic crisis.Section BDirections: In this section you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分試題請在答題卡2上作答。

2013年6月六级考试真题(第3套)

2013年6月六级考试真题（第三套）Part I Writing(30 minutes)Directions:For this part, you are allowed 30 minutes to write an essay commenting on the remark “Earth provides enough to satisfy every man’s need, but not every man’sgreed.” You can cite e xamples to illustrate your point. You should write at least 150words but no more than 200 words.Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer thequestions on Answer Sheet 1. For questions 1–7, choose the best answer from thefour choices marked A), B), C) and D). For questions 8–10, complete the sentenceswith the information given in the passage.Norman Borlaug: ‘Father of the Green Revolution’Few people have quietly changed the world for the better more than this rural lad from the midwestern state of Iowa in the United States. The man in focus is Norman Borlaug, the Father of the ‗Green Revolution‘, who died on September 12, 2009 at age 95. Norman Borlaug spent most of his 60 working years in the farmlands of Mexico, South Asia and later in Africa, fighting world hunger, and saving by some estimates up to a billion lives in the process. An achievement, fit for a Nobel Peace Prize.Early Years―I‘m a product of the great depression‖ is how Borlaug described himself. A great-grandson of Norwegian immigrants to the United States, Borlaug was born in 1914 and grew up on a small farm in the northeastern corner of Iowa in a town called Cresco. His family had a 40-hectrare（公顷）farm on which they grew wheat, maize（玉米）and hay and raised pigs and cattle. Norman spent most of his time from age 7-17 on the farm, even as he attended a one-room, one-teacher school at New Oregon in Howard County.Borlaug didn‘t have money to go to college. But through a Great Depression era programme, known as the National Youth Administration, Borlaug was able to enroll in University of Minnesota at Minneapolis to study forestry. He excelled in studies and received his Ph.D. in plant pathology（病理学）and genetics in 1942.From 1942 to 1944, Borlaug was employed as a microbiologist at DuPont in Wilmington. However, following the December 7, 1941 attack on Pearl Harbor, Borlaug tried to join the military, but was rejected under wartime labour regulations.In MexicoIn 1944, many experts warned of mass starvation in developing nations where populations were expanding faster than crop production. Borlaug began work at a RockefellerFoundation-funded project in Mexico to increase wheat production by developing higher-yielding varieties of the crop. It involved research in genetics, plant breeding, plant pathology, entomology （昆虫学），agronomy（农艺学）, soil science, and cereal technology. The goal of the project was to boost wheat production in Mexico, which at the time was importing a large portion of its grain.Borlaug said that his first couple of years in Mexico were difficult. He lacked trained scientists and equipment. Native farmers were hostile towards the wheat programme because of serious crop losses from 1939 to 1941 due to stem rust.Wheat varieties that Borlaug worked with had tall, thin stalks. While taller wheat competed better for sunlight, they had a tendency to collapse under the weight of extra grain — a trait called lodging. To overcome this, Borlaug worked on breeding wheat with shorter and stronger stalks, which could hold on larger seed heads. Borlaug‘s new semi-dwarf, disease-resistant varieties, called Pitic 62 and Penjamo 62, changed the potential yield of Mexican wheat dramatically. By 1963 wheat production in Mexico stood six times more than that of 1944.Green Revolution in IndiaDuring the 1960s, South Asia experienced severe drought condition and India had been importing wheat on a large scale from the United States. Borlaug came to India in 1963 along with Dr. Robert Anderson to duplicate his Mexican success in the sub-continent. The experiments began with planting a few of the high-yielding variety strains in the fields of the Indian Agricultural Research Institute at Pusa in New Delhi, under the supervision of Dr. M. S. Swaminathan. These strains were subsequently planted in test plots at Ludhiana, Pantnagar, Kanpur, Pune and Indore. The results were promising, but large-scale success, however, was not instant. Cultural opposition to new agricultural techniques initially prevented Borlaug from going ahead with planting of new wheat strains in India. By 1965, when the drought situation turned alarming, the Government took the lead and allowed wheat revolution to move forward. By employing agricultural techniques he developed in Mexico, Borlaug was able to nearly double South Asian wheat harvests between 1965 and 1970.India subsequently made a huge commitment to Mexican wheat, importing some 18,000 tonnes of seed. By 1968, it was clear that the Indian wheat harvest was nothing short ofrevolutionary. It was so productive that there was a shortage of labour to harvest it, of bull carts to haul it to the threshing floor（打谷场）, of jute（黄麻）bags to store it. Local governments in some areas were forced to shut down schools temporarily to use them as store houses.United Nation‘s Food and Agriculture Organization (FAO) observed that in 40 years between 1961 and 2001, ―India more than doubled its population, from 452 million to more than 1 billion. At the same time, it nearly tripled its grain production from 87 million tonnes to 231 million tonnes. It accomplished this feat while increasing cultivated grain acreage（土地面积）a mere 8 percent.‖It was in India that Norman Borlaug‘s work was described as the ‗Green Revolution.‘In AfricaAfrica suffered widespread hunger and starvation through the 70s and 80s. Food and aid poured in from most developed countries into the continent, but thanks to the absence of efficient distribution system, the hungry remained empty-stomach. The then Chairman of the Nippon Foundation, Ryoichi Sasakawa wondered why the methods used in Mexico and India were not extended to Africa. He called up Norman Borlaug, now leading a semi-retired life, for help. He managed to convince Borlaug to help with his new effort and subsequently founded the Sasakawa Africa Association. Borlaug later recalled, ―but after I saw the terrible circumstances there, I said, ‗Let‘s just start growing‘‖.The success in Africa was not as spectacular as it was in India or Mexico. Those elements that allowed Borlaug‘s projects to succeed, such as well-organized economies and transportation and irrigation systems, were severely lacking throughout Africa. Because of this, Borlaug‘s initial projects were restricted to developed regions of the continent. Nevertheless, yields of maize, sorghum（高粱）and wheat doubled between 1983 and 1985.Nobel PrizeFor his contributions to the world food supply, Borlaug was awarded the Nobel Peace Prize in 1970. Norwegian officials notified his wife in Mexico City at 4:00 a.m., but Borlaug had already left for the test fields in the Toluca valley, about 65km west of Mexico City. A chauffeur（司机）took her to the fields to inform her husband. In his acceptance speech, Borlaug said, ―the first essential component of social justice is adequate food for all mankind. Food is the moral right of all who are born into this world. Yet, 50 percent of the world population goes hungry.‖Green Revolution vs EnvironmentalistsBorlaug‘s advocacy of intensive high-yield agriculture came under severe criticism from environmentalists in recent years. His work faced environmental and socio-economic criticisms, including charges that his methods have created dependence on monoculture crops, unsustainable farming practices, heavy indebtedness among subsistence farmers, and high levels of cancer among those who work with agriculture chemicals. There are also concerns about the long-term sustainability of farming practices encouraged by the Green Revolution in both the developed and the developing world.In India, the Green Revolution is blamed for the destruction of India crop diversity, drought vulnerability, dependence on agro-chemicals that poison soils but reap large-scale benefits mostly to the American multi-national corporations. What these critics overwhelmingly advocate is a global movement towards ―organic‖ or ―sustainable‖ farming practices that avoid using chemicals and high technology in favour of natural fertilizers, cultivation and pest-control porgrammes.1. Norman Borlaug won a Nobel Prize for ______.A) his remarkable achievements in plant geneticsB) his spectacular contribution to safeguarding world peaceC) his great success in raising Africa‘s food productionD) his enduring efforts in combating world hunger2. How did Borlaug‘s wheat programme go during his first couple of years in Mexico?A) It met with resistance. C) It achieved unexpected progress.B) It was well received. D) It succeeded though with difficulty.3. What characterised Borlaug‘s Pitic 62 and Penjamo 62?A) Superior ability to breed new high-yielding varieties.B) Short and strong stems and resistance to diseases.C) Tall and thin stems and extremely large seed heads.D) Tendency to collapse under the weight of extra grain.4. What initially prevented Borlaug from achieving large-scale success in India?A) Farmer s‘ rejection of his planting techniques.B) The persistent drought throughout the country.C) Difficulty in importing high-yielding wheat seeds.D) The local government‘s slowness in taking action.5. According to United Nation‘s Food and Agriculture Organization, in 40 years between 1961 and 2001 India‘s grain production ______.A) almost doubled C) increased nearly three timesB) went up by 8 percent D) rose from 452 million to 1 billion tonnes6. Borlaug‘s success in Africa was not as spectacular as in India or Mexico because ______.A) the local farmers were uneducated and conservativeB) Africa‘s climate conditions were very differentC) his project in Africa was not properly managedD) Africa lacked the necessary supporting facilities7. What did Borlaug emphasise in his Nobel Prize acceptance speech?A) Abundance of food supply will contribute to world peace and stability.B) The Green Revolution will provide adequate food for all mankind.C) Adequate food for all mankind is essential in ensuring social justice.D) Without the Green Revolution half of the world population would starve.8. In recent years Borlaug‘s Green Revolution has been attacked by ______.9. In both developed and developing counties these are concerns whether in the long run Borlaug‘s farming practices will be ______.10. In India, critics attribute the destruction of Indian crop diversity to ______.Part III Listening Comprehension(35 minutes)Part IV Reading Comprehension (Reading in Depth) (25 minutes)Section ADirections: In this section, there is a short passage with 5 questions or incomplete statements.Read the passage carefully. Then answer the questions or complete the statements inthe fewest possible words. Please write your answers on Answer Sheet 2.Questions 47 to 51 are based on the following passage.Oil is the substance that lubricates the world‘s economy. Because so many of our modern technologies and services depend on oil, nations, corporations, and institutions that control the trade in oil exercise extraordinary power. The ―energy crisis‖ of 1973-1974 in the United States demonstrated how the price of oil can affect U.S. government policies and the energy-using habits of the nation.By 1973, domestic U.S. sources of oil were peaking, and the nation was importing more of its oil, depending on a constant flow from abroad to keep cars on the road and machines running. In addition, at that time a greater percentage of homes and electrical plants were run on petroleum than today. Then, in 1973, the predominantly Arab nations of the Organization of Petroleum Exporting Countries (OPEC) resolved to stop selling oil to the United States. The move was prompted by OPEC‘s desire to raise prices by restricting supply and by its opposition to U.S.support of Israel in the Arab-Israeli Yom Kippur War. The embargo (禁运) created panic in the West and caused oil prices to shoot up. Short-term oil shortages drove American consumers to wait in long lines at gas pumps.In response to the embargo, the U.S. government enforced a series of policies designed to reduce reliance on foreign oil. These included developing additional domestic sources (such as those on Alaska‘s North Slope), resuming extraction at sites that had b een shut down because of cost inefficiency, capping the price that domestic producers could charge for oil, and beginning to import oil from a greater diversity of nations. The government also established a stockpile (贮存) of oil as a short-term buffer (缓冲) against future shortages. Stored underground in large salt caves in Louisiana, this stockpile is called the Strategic Petroleum Reserve, and currently contains over 600 million barrels of oil, roughly equivalent to one month‘s supply.47. We learn from the passage that in today‘s world, whoever monopolizes the oil market will beable to______________.48. Oil prices may exert influence not only on American government policies but on how energy______________.49. Besi des the sharp increase in oil prices, OPEC‘s 1973 oil embargo caused______________.50. Over the years before the OPEC‘s embargo America had depended heavily on ______________.51. As a measure to counter future shortages, the American government decided to______________ in caves underground.Section BDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) andD). You should decide on the best choice and mark the corresponding letter onAnswer Sheet 2 with a single line through the centre.Passage OneQuestions 52 to 56 are based on the following passage.―Depression‖ is more than a serious economic downturn. What distinguishes a depres sion from a harsh recession is paralyzing fear—fear of the unknown so great that it causes consumers, businesses, and investors to retreat and panic. They save up cash and desperately cut spending. They sell stocks and other assets. A shattering loss of confidence inspires behavior that overwhelms the normal self-correcting mechanisms that usually prevent a recession from becoming deep and prolonged: a depression.Comparing 1929 with 2007-09, Christina Romer, the head of President Obama‘s Council of Economic Advisers, finds the initial blow to confidence far greater now than then. True, stock prices fell a third from September to December 1929, but fewer Americans then owned stocks. Moreover, home prices barely dropped. From December 1928 to December 1929, total household wealth declined only 3%. By contrast, the loss in household wealth between December 2007 and December 2008 was 17%. Both stocks and homes, more widely held, dropped more. Thus traumatized(受到创伤)，the economy might have gone into a free fall ending in depression. Indeed, it did go into free fall. Shoppers refrained from buying cars, appliances, and other big-ticket items. Spending on such ―durables‖ dro pped at a 12% annual rate in 2008‘s thi rd quarter, a 20% rate in the fourth. And businesses shelved investment projects.That these huge declines didn‘t lead to depression mainly reflects, as Romer argues, counter-measures taken by the government. Private markets for goods, services, labor, and securities do mostly self-correct, but panic feeds on itself and disarms these stabilizing tendencies. In this situation, only government can protect the economy as a whole, because most individuals and companies are involved in the self-defeating behavior of self-protection.Government‘s failure to perform this role in the early 1930s transformed recession into depression. Scholars will debate which interventions this time —the Federal Reserve‘s support of a failing credit system, guarantees of bank debt, Obama‘s ―stimulus‖ pl an and bank ―stress test‖—counted most in preventing a recurrence. Regardless, all these complex measures had the same psychological purpose: to reassure people that the free fall would stop and, thereby, curb the fear that would perpetuate (使持久) a free fall.All this improved confidence. But the consumer sentiment index remains weak, and all the rebound has occurred in Americans‘evaluation of future economic conditions, not the present.Unemployment (9.8%) is abysmal (糟透的)，the recovery‘s strength unclear. Here, too, there is an echo from the 1930s. Despite bottoming out in 1933，the Depression didn‘t end until World War II. Some government policies aided recovery; some hindered it. The good news today is that the bad news is not worse.52. Why do consumers, businesses and investors retreat and panic in times of depression?A) They suffer great losses in stocks, property and other assets.B) They find the self-correcting mechanisms dysfunctioning.C) They are afraid the normal social order will be paralyzed.D) They don‘t know what is going to happen in the future.53. What does Christina Romer say about the current economic recession?A) Its severity is no match for the Great Depression of 1929.B) Its initial blow to confidence far exceeded that of 1929.C) It has affected house owners more than stock holders.D) It has resulted in a free fall of the prices of commodities.54. Why didn‘t the current recession turn into a depression according to Christina Romer?A) The government intervened effectively.B) Private markets corrected themselves.C) People refrained from buying durables and big-ticket items.D) Individuals and companies adopted self-protection measures.55. What is the chief purpose of all the countermeasures taken?A) To create job opportunities. C) To stimulate domestic consumption.B) To curb the fear of a lasting free fall. D) To rebuild the credit system.56. What does the author think of today‘s economic situation?A) It may worsen without further stimulation. C) It has not gone from bad to worse.B) It will see a rebound sooner or later. D) It does not give people reason for pessimism.Passage TwoQuestions 57 to 61 are based on the following passage.―Usually when we walk through the rain forest we hear a soft sound from all the moist leaves and organic debris on the forest floor,‖ says ecologist Daniel Nepstad. ―Now we increasingly get rustle and crunch. That‘s the sound of a dying forest.‖Predictions of the collapse of the tropical rain forests have been around for years. Yet until recently the worst forecasts were almost exclusively linked to direct human activity, such as clear-cutting and burning for pastures or farms. Left alone, it was assumed, the world‘s rain forests would not only flourish but might even rescue us from disaster by absorbing the excess carbon dioxide and other planet-warming greenhouse gases. Now it turns out that may be wishful thinking. Some scientists believe that the rise in carbon levels means that the Amazon and other rain forests in Asia and Africa may go from being assets in the battle against rising temperatures to liabilities. Amazon plants, for instance, hold more than 100 billion metric tons of carbon, equal to 15 years of tailpipe and chimney emissions. If the collapse of the rain forests speeds up dramatically, it could eventually release 3.5-5 billion metric tons of carbon into the atmosphere each year — making forests the leading source of greenhouse gases.Uncommonly severe droughts brought on by global climate change have led to forest-eating wildfires from Australia to Indonesia, but nowhere more acutely than in the Amazon. Some experts say that the rain forest is already at the brink of collapse.Extreme weather and reckless development are plotting against the rain forest in ways that scientists have never seen. Trees need more water as temperatures rise, but the prolonged droughts have robbed them of moisture, making whole forests easily cleared of trees and turned into farmland. The picture worsens with each round of El Niño, the unusually warm currents in the Pacific Ocean that drive up temperatures and invariably presage (预示）droughts and fires in the rain forest. Runaway fires pour even more carbon into the air, which increases temperatures, starting the whole vicious cycle all over again.More than paradise lost, a perishing rain forest could trigger a domino effect—sending winds and rains kilometers off course and loading the skies with even greater levels of greenhouse gases—that will be felt far beyond the Amazon basin. In a sense, we are already getting a glimpse of what‘s to come. Each burning season in the Amazon, fi res deliberately set by frontier settlersand developers hurl up almost half a billion metric tons of carbon a year, placing Brazil among the top five contributors to greenhouse gases in the world.57. We learn from the first paragraph that _______.A) dead leaves and tree debris make the same soundB) trees that are dying usually give out a soft moanC) organic debris echoes the sounds in a rain forestD) the sound of a forest signifies its health condition58. In the second paragraph, the author challenges the view that _______.A) the collapse of rain forests is caused by direct human interferenceB) carbon emissions are the leading cause of current global warmingC) the condition of rain forests has been rapidly deterioratingD) rain forests should not be converted into pastures or farms59. The author argues that the rising carbon levels in rain forests may _______.A) turn them into a major source of greenhouse gasesB) change the weather patterns throughout the worldC) pose a threat to wildlifeD) accelerate their collapse60. What has made it easier to turn some rain forests into farmland?A) Rapid rise in carbon levels.B) Reckless land development.C) Lack of rainfall resulting from global warming.D) The unusual warm currents in the Pacific Ocean.61. What makes Brazil one of the world‘s top five contributors to greenhouse gases?A) The domino effect triggered by the perishing rain forests.B) Its practice of burning forests for settlement and development.C) The changed patterns of winds and rains in the Amazon area.D) Its inability to curb the carbon emissions from industries.Part V Cloze(15 minutes)Directions:There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choosethe ONE that best fits into the passage. Then mark the corresponding letter onAnswer Sheet 2 with a single line through the centre.The continuous presentation of scary stories aboutglobal warming in the popular media makes us unnecessarily frightened. Even worse, it 62 our kids.Al Gore famously 63 how a sea-level rise of 20 feet would almost completely flood Florida, New York, Holland, and Shanghai, 64 the United Nations says that such a thing will not even happen, 65 that sea levels will rise 20 times less than that.When 66 with these exaggerations, some of us say that they are for a good cause, and surely 67 is no harm done if the result is that we focus even more on tackling climate change.This 68 is astonishingly wrong. Such exaggerations do plenty of harm. Worrying 69 about global warming means that we worry less about other things, where we could do so much more good. We focus, 70 , on global warming‘s impact on malaria(疟疾) –which will put slightly more people at 71 in 100 years –instead of tackling the half a billion people 72 from malaria today with prevention and treatment policies that are much cheaper and dramatically more effective than carbon reduction would be.73 also wears out the public‘s willingness to tackle global warming. If the planet is 74 , people wonder, why do 62. A) exhausts C) terrifiesB) suppresses D) disgusts63. A) dismissed C) depositedB) distracted D) depicted64. A) as if C) in thatB) even though D) in case65. A) measuring C) estimatingB) signifying D) extracting66. A) confronted C) equippedB) identified D) entrusted67. A) such C) whatB) there D) which68. A) morality C) argumentB) interaction D) dialogue69. A) prevalently C) expressivelyB) predictably D) excessively70. A) for example C) by contrastB) in addition D) in short71. A) will C) easeB) large D) risk72. A) suffering C) developingB) deriving D) stemminganything? A record 54% of American voters now believe the news media make global warming appear worse than it really is. A 75 of people now believe – incorrectly – that global warming is not even caused by humans.But the 76 cost of exaggeration, I believe, is the unnecessary alarm that it causes – particularly 77 children. An article in The Washington Post cited nine-year-old Alyssa, who cries about the possibility of mass animal 78 from global warming.The newspaper also reported that parents are 79 ―productive‖outlets for their eight-year-olds‘obsessions(忧心忡忡) with dying polar bears. They might be better off educating them and letting them know that, contrary 80 common belief, the global polar bear population has doubled and perhaps even quadrupled(成为四倍)over the past half-century, to about 22,000. 81 diminishing –and eventually disappearing – summer Arctic ice, polar bears will not become extinct. 73. A) Explanation C) ExaggerationB) Reservation D) Revelation74. A) dumped C) doubledB) dimmed D) doomed75. A) mixture C) quantityB) majority D) quota76. A) smallest C) fewestB) worst D) least77. A) among C) byB) of D) toward78. A) separation C) isolationB) sanction D) extinction79. A) turning out C) searching forB) tiding over D) pulling through80. A) upon C) aboutB) to D) with81. A) Despite C) RegardlessB) Besides D) ExceptPart VI Translation (5 minutes)Directions:Complete the sentences by translating into English the Chinese given in brackets.Please write your translation on Answer Sheet 2.82. She fell into deep thought, with _______________________________ (她的眼睛紧盯着屏幕).83. _______________________________ (直到十八世纪中叶) did scientists realize that thewhole of the brain was involved in the working of the mind.84. It is universally acknowledged that nothing is more precious than time,_______________________________ (但又没有什么比时间更不受珍惜).85. _______________________________ (你要是更小心些就好了)! The accident could have been avoided.86. A professor at the Academy has proposed that __________________________ (设立专项基金来推进创新).◆答案速查◆1 D2 D3 B4 A5 C6 D7 C8. environmentalists 9. sustainable 10. the Green Revolution47. exercise extraordinary power48. is used in the nation/country49. panic in the west50. foreign oil51. establish a stockpile of oil52 D 53B 54A 55B 56C 57D 58A 59A 6C 61B62 C 63D 64B 65C 66A 67B 68C 69D 7A 71D72 A 73C 74D 75B 76B 77A 78D 79C 8B 81A82. her eyes closely staring at the screen83. Not until the middle of the 18th century84. while nothing is less cherished than time85. If only you had been more careful86. a special fund should be set up to boost innovation。

2013年6月大学英语六级(CET6)考试真题试题完整版真题+听力原文+答案详解

2013年6月大学英语六级(CET6)考试真题试题完整版Part III Listening Comprehension (35 minutes)Section ADirections:In this section you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversations and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分试题请在答题卡2上作答。

2013年6月英语六级真题答案【修改版】

Section A47.motivation and practice48.leisure time 49.musicians and dancers50.treated as special51.the key factorSection BPassage one 52.A. It is more comfortable and convenient.53.C. They had no chance to touch them when shopping.54.To test his hypothesis about online shopping.55.B. More motivated to own it.56.D. Physical touch helps form a sense of possession.Passage two57.A) They can attract people’s attention to their reports.58.D) There is no way to prove its validity.59.A) Demand for food has been rising in the developing countries.60.C) It has dropped greatly.61.B) They do a disservice to addressing the problem.完形填空答案及解析：62.C. terrifies 考查动词辨析。

exhaust 表示“使筋疲力尽，用尽”；suppress 表示“镇压，抑制”；terrify 表示“使惊吓”；disgust 表示“使反感”。

前文表明关于气候变暖的惊悚报道让我们感到恐惧，更糟糕的是，它吓到了我们的孩子们。

63.D. depicted 考查动词辨析。

dismiss 表示“开除，解散”；distract 表示“使分心，分散”；deposit 表示“储蓄，寄存”；depict 表示“描绘，描述”。

2013年6月六级考试第一套真题答案解析(卷一)

2013年6月大学英语六级考试答案与详解（卷一）Part ⅠWriting1、审题:本篇是评论性的话题作文。

在科技发达的现代社会，人与人之间在空间上的距离更近了，但在心灵上却越走越远。

此外，题目Drections中指出考生可以援引事例来证明观点，这为考生行文提供了一个思路，即：先陈述微笑的作用，然后援引事例予以证明，并对事例简单评述以点题，最后提出个人看法。

此外，考生也可先指出微笑可以缩短人与人之间距离的几个方面，然后指出微笑所代表的深层含义(人与人之间的信任支持、关怀友爱、宽容悲悯等真挚情感），最后再作出总结。

2、写作思路：第一段：引用特蕾莎修女的名言，指出微笑能缩短人与人之间的距离，并从三个方面体现：消融冷漠或敌意；赋予力量；拉近友情。

第二段：从不同角度举例证明微笑能缩短人与人之间的距离：绝望中抚慰心灵；陌生环境中与人亲近，获得帮助；困境中，获得力量。

第三段：总结前面所述，给出个人看法：微笑让我们受益匪浅，笑口常开促进人与人的交流，促进社会的和谐。

A Smile Can Shorten the Distance Between PeopleMother Teresa once said, “Every time you smile at someone, it is an action of love, a gift to that person, a beautiful thing.”Human beings are said to be one of the few species in this planet who can express sincere sentiments through a smile. And it is a smile that melts the indifference or hostility between people, that gives power to those who are at the edge of despair, and that brings friends close to each other. In a word, it is a smile that continuously shortens the distance between people.A smile, with its strong power, brings out its miraculous glamour in different ways. When you are in the situation of despair, a smile from others will console your hurting heart. When you get into an unfamiliar circumstance, a smile will make the people around you feel comfortable and help you willingly. When you get into trouble, a smile from friends will give you power to stand up. Where there is no smile, there is no happiness of life.Seen from the discussion above, a smile benefits us very much. Le t’s keep smiling so that better communication between people can be achieved and a more harmonious society can be built.PartⅡListening Comprehension1.听力原文：W: I was shocked to hear of your wife’s illness. Is she going to be all right?M: At first, the doctors won’t assure, but she’s really improved. She’ll be home next week.Q: What do we learn about the man’s wife from the conversation?【预测】选项中的主语she以及recovered, operation, critical condition (危急状况）和getting much better表明，对话与she的病情有关。

2013年6月英语六级考试真题与答案(第1套)

2013年6月英语六级考试真题试卷（第1套）Part I Writing (30 minutes)Directions: For this party you are allowed 30 minutes to write an essay commenting on the remark "Good habits result from resisting temptation." You can cite examples to illustrator your point. You should write at least 150 words but no more than 200 words._______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 注意：此部分试题在答题卡1上作答。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A) , B) , C) and D) . For questions 8-10, complete the sentences with the information given in the passage.A Nation That's Losing Its ToolboxThe scene inside the Home Depot on Weyman Avenue here would give the old-time American craftsman pause.In Aisle 34 is precut plastic flooring, the glue already in place. In Aisle 26 are prefabricated windows. Stacked near the checkout counters, and as colorful as a Fisher-Price toy, is a not-so-serious-looking power tool: a battery-operated saw-and-drill combination. And if you don't want to do it yourself, head to Aisle 23 or Aisle 35, where a help desk will arrange for an installer.It's all very handy stuff, I guess, a convenient way to be a do-it-yourselfer without being all that good with tools. But at a time when the American factory seems to be a shrinking presence, and when good manufacturing jobs have vanished, perhaps never to return, there is something deeply troubling about this dilution of American craftsmanship.This isn't a lament (伤感) - or not merely a lament - for bygone times. It's a social and cultural issue, as well as an economic one. The Home Depot approach to craftsmanship - simplify it, dumb it down, hire a contractor - is one signal that mastering tools and working with one's hands is receding in America as a hobby, as a valued skill, as a cultural influence that shaped thinking and behavior in vast sections of the country.That should be a matter of concern in a presidential election year. Yet neither Barack Obama nor Mitt Romney promotes himself as tool-savvy (使用工具很在行的) presidential timber, in the mold of a Jimmy Carter, a skilled carpenter and cabinet maker.The Obama administration does worry publicly about manufacturing, a first cousin of craftsmanship. When the Ford Motor Company, for example, recently announced that it was bringing some production home, the White House cheered. "When you see things like Ford moving new production from Mexico to Detroit, instead of the other way around, you know things are changing," says Gene Sperling, director of the National Economic Council.Ask the administration or the Republicans or most academics why America needs more manufacturing, and they respond that manufacturing gives birth to innovation, brings down thetrade deficit, strengthens the dollar, generates jobs, arms the military and brings about a recovery from recession. But rarely, if ever, do they publicly take the argument a step further, asserting that a growing manufacturing sector encourages craftsmanship and that craftsmanship is, if not a birthright, then a vital ingredient of the American self-image as a can-do, inventive, we-can-make-anything people.Traditional vocational training in public high schools is gradually declining, stranding thousands of young people who seek training for a craft without going to college. Colleges, for their part, have since 1985 graduated fewer chemical, mechanical, industrial and metallurgical (冶金的) engineers, partly in response to the reduced role of manufacturing, a big employer of them.The decline started in the 1950s, when manufacturing generated a sturdy 28% of the national income, or gross domestic product, and employed one-third of the workforce. Today, factory output generates just 12% of G.D.P. and employs barely 9% of the nation's workers.Mass layoffs and plant closings have drawn plenty of headlines and public debate over the years, and they still occasionally do. But the damage to skill and craftsmanship- that's needed to build a complex airliner or a tractor, or for a worker to move up from assembler to machinist to supervisor - went largely unnoticed."In an earlier generation, we lost our connection to the land, and now we are losing our connection to the machinery we depend on," says Michael Hout, a sociologist at the University of California, Berkeley. "People who work with their hands," he went on, "are doing things today that we call service jobs, in restaurants and laundries, or in medical technology and the like." That's one explanation for the decline in traditional craftsmanship. Lack of interest is another. The big money is in fields like finance. Starting in the 1980s, skill in finance grew in importance, and, as depicted in the news media and the movies, became a more appealing source of income. By last year, Wall Street traders, bankers and those who deal in real estate generated 21% of the national income, double their share in the 1950s. And Warren Buffett, the good-natured financier, became a homespun folk hero, without the tools and overalls (工作服)."Young people grow up without developing the skills to fix things around the house," says Richard Curtin, director of the Thomson Reuters/University of Michigan Surveys of Consumers. "They know about computers, of course, but they don't know how to build them."Manufacturing's shrinking presence undoubtedly helps explain the decline in craftsmanship, if only because many of the nation's assembly line workers were skilled in craft work, if not on the job then in their spare time. In a late 1990s study of blue-collar employees at a General Motors plant (now closed) in Linden, N. J., the sociologist Ruth Milkman of City University of New York found that many line workers, in their off-hours, did home renovation and other skilled work."I have often thought," Ms. Milkman says, "that these extracurricular jobs were an effort on the part of the workers to regain their dignity after suffering the degradation of repetitive assembly line work in the factory."Craft work has higher status in nations like Germany, which invests in apprenticeship (学徒) programs for high school students. "Corporations in Germany realized that there was an interest to be served economically and patriotically in building up a skilled labor force at home; we never had that ethos (风气)," says Richard Sennett, a New York University sociologist who has written about the connection of craft and culture.The damage to American craftsmanship seems to parallel the steep slide in manufacturing employment. Though the decline started in the 1970s, it became much steeper beginning in 2000.Since then, some 5.3 million jobs, or one-third of the workforce in manufacturing, have been lost.A stated goal of the Obama administration is to restore a big chunk of this employment, along with the multitude of skills that many of the jobs required.As for craftsmanship itself, the issue is how to preserve it as a valued skill in the general population. Ms. Milkman, the sociologist, argues that American craftsmanship isn't disappearing as quickly as some would argue - that it has instead shifted to immigrants. "Pride in craft, it is alive in the immigrant world," she says.注意：此部分试题请在答题卡1上作答。

(2013.6-2013.12)大学英语六级真题及解析汇总(全年完整版)+作文模板

（2013.6-2013.12）大学英语六级真题及解析汇总（全年完整版）+作文模板目录2013年12月大学英语六级真题 (1)2013年6月英语六级完形填空原文+答案 (35)六级作文模板 (41)2013年12月大学英语六级真题tory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh grade, using innovative tools to identify kids with sophisticated verbal skills. Such pro grams can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. "We went through a dramatic shift," says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring(辅导) of minorities by other students and "partnering" with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.注意：此部分试题请在答题卡1上作答。

2013年6月大学英语六级考试真题及答案(完整版)真题+听力原文+答案详解

2013年6月英语六级考试真题及答案(完整版)Part III Listening Comprehension(35 minutes)Section ADirections:In this section you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversations and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分试题请在答题卡2上作答。

点击进入：2013年6月英语六级听力mp3及下载11. A) She has completely recovered.B) She went into shock after an operation.C) She is still in a critical condition.D) She is getting much better.12. A) Ordering a breakfast.C) Buying a train ticket.B) Booking a hotel room.D) Fixing a compartment.13. A) Most borrowers never returned the books to her.B) The man is the only one who brought her book back.C) She never expected anyone to return the books to her.D) Most of the books she lent out came back without jackets.14. A) She left her work early to get some bargains last Saturday.B) She attended the supermarket’s grand opening ceremony.C) She drove a full hour before finding a parking space.D) She failed to get into the supermarket last Saturday.15. A) He is bothered by the pain in his neck.B) He cannot do his report without a computer.C) He cannot afford to have a coffee break.D) He feels sorry to have missed the report.16. A) Only top art students can show their works in the gallery.B) The gallery space is big enough for the man’s paintings.C) The woman would like to help with the exibition layout.D) The man is uncertain how his art works will be received.17. A) The woman needs a temporary replacement for her assistant.B) The man works in the same department as the woman does.C) The woman will have to stay in hospital for a few days.D) The man is capable of dealing with difficult people.18. A) It was better than the previous one.B) It distorted the mayor’s speech.C) It exaggerated the city’s economy problems.D) It reflected the opinions of most economists.Questions 19 to 22 are based on the conversation you have just heard.19. A) To inform him of a problem they face.B) To request him to purchase control desks.C) To discuss the content of a project report.D) To ask him to fix the dictating machine.20. A) They quote the best price in the market.B) They manufacture and sell office furniture.C) They cannot deliver the steel sheets on time.D) They cannot produce the steel sheets needed21. A) By marking down the unit price.B) By accepting the penalty clauses.C) By allowing more time for delivery.D) By promising better after-sales service.22. A) Give the customer a ten percent discount.B) Claim compensation from the stool suppliers.C) Ask the Buying Department to change suppliers.D) Cancel the contract with the customer.Questions 23 to 25 are based on the conversation you have just heard.23. A) Stockbroker.C) Mathematician.B) Physicist. D) Economist.24. A) Improve computer programming.B) Predict global population growth.C) Explain certain natural phenomena.D) Promote national financial health.25. A) Their different educational backgrounds.B) Changing attitudes toward nature.C) Chaos theory and its applications.D) The current global economic crisis.Section BDirections: In this section you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.注意：此部分试题请在答题卡2上作答。

2013.6六级试卷试卷部分试题及答案

2013年6月6级部分答案2013-6-1611.W: What's wrong with your phone, Gary? I tried to call you all night yesterday.M: I'm sorry. No one's able to get through yesterday. My telephone was disconnected by the phone company.Q: What does the woman ask the man about?12.W: I finally found a really nice apartment that's within my price range.M: Congratulations! Affordable housing is rare in this city. I've been looking for a suitable place since I got here six months ago.Q: What does the man mean?13.M: I got this in my mailbox today, but I don't know what it is. Do you have any idea?W: Oh, that's your number for the new photocopier. It acquires an access code. Everyone got one.Q: What do we learn from the conversation?14.W: Jane told me that you'll be leaving at soon. Is it true?M: Yeah, my wife's maternity leave is close to an end. And since she wants to go back to work, I've decided to take a year off to raise the baby.Q: What does the man mean?15M: We'll never find a parking space here. What about dropping you at thesouth gate and I'll find parking somewhere else.W: Well, OK. It looks like everyone in town came to the mall today.Q: What does the woman mean?16W: When will the computers be back online?M: Probably not until tomorrow. The problem is more complicated than I thought.Q: What does the man mean?17M: Did you catch Professor Smith on TV last night?W: I almost missed it, but my mother just happened to be watching at home and gave me a call.Q: What does the woman imply?18M: May I get this prescription refilled?W: I'm sorry, sir, but we can't give you a refill on that. You'll have to get a new prescription. Q: What can we infer from the conversation?【听力原文】M: So what’s the next thing on the agenda, Mary?W: Well, it’s the South Theater Company. They want to know if we’d be interested in sponsoring a tour they want to make to East Asia.M: East Asia? uhh… and how much are they hoping to get from us?W: Well, the letter mentions 20,000 pounds, but I don’t kno w if they might settle for us. M: Do they say what they would cover? Have they anything specific in mind?W: No, I think they are just asking all the firms in tongue for as much money as they think they’ll give.M: And we are worth 20, 000 pounds, right?W: It seems so.M: Very flattering. But I am not awfully happy with the idea. What we get out of it?W: Oh, good publicity I suppose. So what I suggest is not that we just give them a sum of money, but that we offer to pay for something specific like travel or something, and that in return, we ask for our name to be printed prominently in the program, and that they give us free advertising space in it.M: But the travel bill would be enormous, and we could never manage that.W: I know. But why don’t we offer to pay for the printing of the programs ourselves on condition that on the front cover there's something like This program is presented with the compliments of Norland Electronics, and free advertising of course.M: Good idea. Well, let’s get back to them and ask what the program they want will cost. Then we can see if we are interested or not.Questions 19-21 are based on the conversation you have just heard.19. What do we learn about the South Theater Company?20. What benefit does the woman say their firm can get by sponsoring the Theater Company?21. What does the woman suggest they do instead of paying the South Theater Company’s travel expenses?【总评】这是一篇关于sponsorship（赞助）的商务对话。

2013年6月六级真题及答案

2013年6月英语六级真题及答案Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为…Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big part of the attraction is, undou btedly, 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 o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decades of technology pur-chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug-gling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irr itating and students view as, well, inevitable.―When it gets a little boring, I might pull it out,‖ acknowledged Naomi Pu gh, a first-year student at Freed-Hardeman University in Henderson, Term. , referring to her new iPod Touch, which can connect to the Internet over a campus wireless network. She speculated that professors might try even ha rder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in education, t hough they say it is in its 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 re-search and the mobile learning initiative at Abilene Christ ian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution’s plans.―We can’t announce other people’s news,‖said Greg Joswiak, vice presiden t of iPod and iPhone marketing at Apple. He also said that he could not dis cuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity’s network last year.At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.―We would have probably gone ahead with this, maybe just getting a thous and iPhones and giving them out,‖ Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. ―We don’t think tha t we have all the answers,‖ Mr. Huskamp said. By observing how students use the gadgets, he said, ―We’re trying to get answers from the students.‖At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Bot h the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than A T&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network. University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.―My colleagues and I are studying something called augmented reality (a f ield of computer research dealing with the combination of real-world and v irtual reality),‖ said Christopher Dede, professor in learning technologies a t Harvard University. ―Alien Contact,‖ for example, is an exer-cise develop ed for middle-school students who use hand-held devices that can determin e their location. As they walk around a playground or other area, text, vide o or audio pops up at various points to help them try to figure out why alie ns were in the schoolyard.―You can imagine similar kinds of interactive activities along historical lin es,‖ like following the Freedom Trail in Boston, Professor Dede said. ―It’s important that we do research, so that we know how well something like th is works.‖The rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. ―I’m n ot someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,’ said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years , announced this week — in a detailed, footnoted memorandum —that he would ban laptop computers from his class on contract law.―I would ban that too if I knew the students were using it in class,‖ Profess or Summers said of the iPhone, after the device and its capabilities were ex plained to him. ―What we want to encour-age in these students is an active intellectual experience, in which they develop the wide range of complex r easoning abilities required of good lawyers.‖The experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet). ―We had assumed that the biggest focus of these devices would be consum ing the content,‖ said Tracy Futhey, vice president for information technol ogy and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own ―content,‖ making audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡1上作答。

2013年6月大学英语六级真题试卷(第3套)(题后含答案及解析)

2013年6月大学英语六级真题试卷（第3套）(题后含答案及解析)题型有：1. Writing 2. Reading Comprehension (Skimming and Scanning) 3. Listening Comprehension 4. Reading Comprehension (Reading in Depth) 5. Cloze 8. TranslationPart I Writing (30 minutes)1．For this part, you are allowed SO minutes to write an essay commenting on the remark “A smile is the shortest distance between two people.”You can cite examples to illustrate your point. You should write at least 150 words but no more than 200 words.正确答案：Smile Bridges the Gap Among People The saying “A smile is the shortest distance between two people”has been widely accepted throughout the world. However, the high pressures in modern society make the relationship among people more and more distant. In my opinion, the smile is a powerful antidote to this phenomenon, which can not only bridge the gap but also break down the barriers between heart and heart. When you present a smile to others, you will earn friendship as well as fortune. Such examples might be given easily. American celebrated “hotel king”Hilton’s requirement to his staff is whatever happens to the hotel, the smile on Hilton staff’s faces is the hotel’s sunshine. Smile helped Hilton come through the difficulties; Moreover, it brought huge profits. Have you smiled today? If not, let’s smile together! It is deeply-rooted in my mind that the world will be more harmonious if we always wear a smile on our faces.Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-4, mark：Y (for YES) if the statement agrees with the information given in the passage;N (for NO) if the statement contradicts the information given in the passage;NG (for NOT GIVEN)if the information is not given in the passage.Norman Borlaug: ‘Father of the Green Revolution’Few people have quietly changed the world for the better more than this rural lad from the midwestern state of Iowa in the United States. The man in focus is Norman Borlaug, the Father of the ‘Green Revolution’, who died on September 12, 2009 at age 95. Norman Borlaug spent most of his 60 working years in the farmlands of Mexico, South Asia and later in Africa, fighting world hunger, and saving by some estimates up to a billion lives in the process. An achievement, fit for a Nobel Peace Prize.Early Years “I’m a product of the great depression” is how Borlaug described himself. A great-grandson of Norwegian immigrants to the United States, Borlaug was born in 1914 and grew up on a small farm in the northeastern corner of Iowa in a town called Cresco. His familyhad a 40-hectare(公顷)farm on which they grew wheat, maize(玉米)and hay and raised pigs and cattle. Norman spent most of his time from age 7-17 on the farm, even as he attended a one-room, one-teacher school at New Oregon in Howard County. Borlaug didn’t have money to go to college. But through a Great Depression era programme, known as the National Youth Administration, Borlaug was able to enroll in the University of Minnesota at Minneapolis to study forestry. He excelled in studies and received his Ph. D. in plant pathology(病理学)and genetics in 1942. From 1942 to 1944, Borlaug was employed as a microbiologist at DuPont in Wilmington. However, following the December 7,1941 attack on Pearl Harbor, Borlaug tried to join the military, but was rejected under wartime labour regulations.In Mexico In 1944, many experts warned of mass starvation in developing nations where populations were expanding faster than crop production. Borlaug began work at a Rockefeller Foundation-funded project in Mexico to increase wheat production by developing higher-yielding varieties of the crop. It involved research in genetics, plant breeding, plant pathology, entomology(昆虫学), agronomy(农艺学), soil science, and cereal technology. The goal of the project was to boost wheat production in Mexico, which at the time was importing a large portion of its grain. Borlaug said that his first couple of years in Mexico were difficult. He lacked trained scientists and equipment. Native farmers were hostile towards the wheat programme because of serious crop losses from 1939 to 1941 due to stem rust. Wheat varieties that Borlaug worked with had tall, thin stalks. While taller wheat competed better for sunlight, they had a tendency to collapse under the weight of extra grain a trait called lodging. To overcome this, Borlaug worked on breeding wheat with shorter and stronger stalks, which could hold on larger seed heads. Borlaug’s new semi-dwarf, disease-resistant varieties, called Pitic 62 and Penjamo 62, changed the potential yield of Mexican wheat dramatically. By 1963 wheat production in Mexico stood six times more than that of 1944.Green Revolution in India During the 1960s, South Asia experienced severe drought condition and India had been importing wheat on a large scale from the United States. Borlaug came to India in 1963 along with Dr. Robert Anderson to duplicate his Mexican success in the sub-continent. The experiments began with planting a few of the high-yielding variety strains in the fields of the Indian Agricultural Research Institute at Pusa in New Delhi, under the supervision of Dr. M. S. Swaminathan. These strains were subsequently planted in test plots at Ludhiana, Pantnagar, Kanpur, Pune and Indore. The results were promising, but large-scale success, however, was not instant. Cultural opposition to new agricultural techniques initially prevented Borlaug from going ahead with planting of new wheat strains in India. By 1965, when the drought situation turned alarming, the Government took the lead and allowed wheat revolution to move forward. By employing agricultural techniques he developed in Mexico, Borlaug was able to nearly double South Asian wheat harvests between 1965 and 1970. India subsequently made a huge commitment to Mexican wheat, importing some 18 000 tonnes of seed. By 1968, it was clear that the Indian wheat harvest was nothing short of revolutionary. It was so productive that there was a shortage of labour to harvest it, of bull carts to haul it to the threshing floor(打谷场), of jute(黄麻)bags to store it.Local governments in some areas were forced to shut down schools temporarily to use them as store houses. United Nation’s Food and Agriculture Organization(FAO)observed that in 40 years between 1961 and 2001, “India more than doubled its population, from 452 million to more than 1 billion. At the same time, it nearly tripled its grain production from 87 million tonnes to 231 million tonnes. It accomplished this feat while increasing cultivated grain acreage(土地面积)a mere 8 percent. “It was in India that Norman Borlaug’s work was described as the ‘Green Revolution. ‘In Africa Africa suffered widespread hunger and starvation through the 70s and 80s. Food and aid poured in from most developed countries into the continent, but thanks to the absence of efficient distribution system, the hungry remained empty-stomach. The then Chairman of the Nippon Foundation, Ryoichi Sasakawa wondered why the methods used in Mexico and India were not extended to Africa. He called up Norman Borlaug, now leading a semi-retired life, for help. He managed to convince Borlaug to help with his new effort and subsequently founded the Sasakawa Africa Association. Borlaug later recalled, “but after I saw the terrible circumstances there, I said, ‘Let’s just start growing’”. The success in Africa was not as spectacular as it was in India or Mexico. Those elements that allowed Borlaug’s projects to succeed, such as well-organized economies and transportation and irrigation systems, were severely lacking throughout Africa. Because of this, Borlaug’s initial projects were restricted to developed regions of the continent. Nevertheless, yields of maize, sorghum(高梁)and wheat doubled between 1983 and 1985.Nobel Prize For his contributions to the world food supply, Borlaug was awarded the Nobel Peace Prize in 1970. Norwegian officials notified his wife in Mexico City at 4:00 a. m. , but Borlaug had already left for the test fields in the Toluca valley, about 65 km west of Mexico City. A chauffeur(司机)took her to the fields to inform her husband. In his acceptance speech, Borlaug siad, “the first essential component of social justice is adequate food for all mankind. Food is the moral right of all who are born into this world. Yet, 50 percent of the world population goes hungry.”Green Revolution vs Environmentalists Borlaug’s advocacy of intensive high-yield agriculture came under severe criticism from environmentalists in recent years. His work faced environmental and socio-economic criticisms, including charges that his methods have created dependence on monoculture crops, unsustainable farming practices, heavy indebtedness among subsistence farmers, and high levels of cancer among those who work with agriculture chemicals. There are also concerns about the long-term sustainability of farming practices encouraged by the Green Revolution in both the developed and the developing world. In India, the Green Revolution is blamed for the destruction of Indian crop diversity, drought vulnerability, dependence on agro-chemicals that poison soils but reap large-scale benefits mostly to the American multi-national corporations. What these critics overwhelmingly advocate is a global movement towards “organic”or “sustainable”farming practices that avoid using chemicals and high technology in favour of natural fertilizers, cultivation and pest-control programmes.2．Norman Borlaug won a Nobel Prize for______.A．his remarkable achievements in plant geneticsB．his spectacular contribution to safeguarding world peaceC．his great success in raising Africa’s food productionD．his enduring efforts in combating world hunger正确答案：D解析：细节辨认题。

2013年英语六级真题及答案汇总(完整文字版)

DUANG~~DUANG~~DUANG~~，又到一年CET。

说到四六级，你第一反应是裸考刷分？还是abandon？是单词书本？还是逝去的青春？考过的，满满都是回忆；将要考的，给你们加油鼓劲！2013年英语六级真题及答案汇总目录2013年6月英语六级真题及答案 (2)2013年12月英语六级真题及答案 (25)（为了这份资源，我也蛮拼的）2013年6月英语六级真题及答案Part ⅡListening ComprehensionSection A1. CM: The biological project is now in trouble. You know, my colleague and I have completely different ideas about how to proceed.W: Why don’t you compromise? Try to make it a win-win situation for you both.Q: What does the woman suggest the man do?【听前预测】1．四项均以动词原形开头。

2．两项提到同事(colleague)。

结论：对话应该是工作场景，可能提问接下来要怎么做或建议某人做什么。

2．BM: How does Nancy like the new dress she bought in Rome?W: She said she would never have bought an Italian style dress if she had knownMary had already got such a dress.Q: What do we learn from the conversation?【听前预测】1．四项提及两个人物——Mary和Nancy。

2．三项均与服饰、时尚有关(style，dress，fashion)，两项与购物有关(buying，shopping)。

2013年6月六级考试真题(一)

2013年6月六级考试真题（第一套）PartⅠ WritingDirection:For this part, you are allowed 30 minutes to write an essay commenting on the remark “A smile is the shortest distance between two people.” You can cite examples to illustrate your point. You should write at least 150 words but no more than 200 words.PartⅡListening ComprehensionSection ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will bespoken only once. After each question there will be a pause. During the pause, you must read the fourchoices marked A)，B)，C) and D), and decide which is the best answer. Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.1. A) She has completely recovered. C) She is still in a critical condition.B)She went into shock after an operation. D) She is getting much better.2. A) Ordering a breakfast. C) Buying a train ticket.B)Booking a hotel room. D) Fixing a compartment.3. A) Most borrowers never returned the books to her.B)The man is the only one who brought her book back.C)She never expected anyone to return the books to her.D)Most of the books she lent out came back without jackets.4. A) She left her work early to get some bargains last Saturday.B)She attended the supermarket’s grand opening ceremony.C)She drove a foil hour before finding a parking space.D)She failed to get into the supermarket last Saturday.5. A) He is bothered by the pain in his neck.B)He cannot do his report without a computer.C)He cannot afford to have a coffee break.D)He feels sorry to have missed the report.6. A) Only top art students can show their works in the gallery.B)The gallery space is big enough for the man’s paintings.C)The woman would like to help with the exhibition layout.D)The man is uncertain how his art works will be received.7. A) The woman needs a temporary replacement for her assistant.B)The man works in the same department as the woman does.C)The woman will have to stay in hospital for a few days.D)The man is capable of dealing with difficult people.8. A) It was better than the previous one. C) It exaggerated the city’s economic problems.B)It distorted the mayor’s speech. D) It reflected the opinions of most economists. Questions 9 to 12 are based on the conversation you have just heard.9. A) To inform him of a problem they face. C) To discuss the content of a project report.B)To request him to purchase control desks. D) To ask him to fix the dictating machine.10. A) They quote the best price in the market.B)They manufacture and sell office furniture.C)They cannot deliver the steel sheets on time.D)They cannot produce the steel sheets needed.11. A) By marking down the unit price. C) By allowing more time for delivery.B)By accepting the penalty clauses. D) By promising better after-sales service.12. A) Give the customer a ten percent discount.B)Claim compensation from the steel suppliers.C)Ask the Buying Department to change suppliers.D)Cancel the contract with the customer.Questions 13 to 15 are based on the conversation you have just heard.13. A) Stockbroker. C) Mathematician.B)Physicist. D) Economist.14. A) Improve computer programming. C) Predict global population growth.B)Explain certain natural phenomena. D) Promote national financial health.15. A) Their different educational backgrounds. C) Chaos Theory and its applications.B)Changing attitudes towards nature. D) The current global economic crisis.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answerfrom the four choices marked A), B),C) and D). Then mark the corresponding letter on Answer Sheet 1 with asingle line through the centre.Passage OneQuestions 16 to 18 are based on the passage you have just heard.16. A) They lay great emphasis on hard work. C) They require high academic degrees.B) They name 150 star engineers each year. D) They have people with a very high IQ.17. A) Long years of job training. C) Distinctive academic qualifications.B) High emotional intelligence. D) Devotion to the advance of science.18. A) Good interpersonal relationships. C) Sophisticated equipment.B) Rich working experience. D) High motivation.Passage TwoQuestions 19 to 21 are based on the passage you have just heard.19. A) A diary. C) Distinctive academic qualifications.B)A fairy tale. D) Devotion to the advance of science.20. A) He was a sports fan. C) Sophisticated equipment.B) He loved adventures. D) High motivation.21. A) Encourage people to undertake adventures. C) Raise people’s environmental awareness.B) Publicise his colourful and unique life stories. D) Attract people to America’s national parks.Passage ThreeQuestions 22 to 25 are based on the passage you have just heard.22.A) The first infected victim. C) The doctor who first identified it.B)A coastal village in Africa. D) A river running through the Congo.23.A) They exhibit similar symptoms. C) They have almost the same mortality rate.B)They can be treated with the same drug. D) They have both disappeared for good.24. A) By inhaling air polluted with the virus. C) By drinking water from the Congo River.B)By contacting contaminated body fluids. D) By eating food grown in Sudan and Zaire.25. A) More strains will evolve from the Ebola virus.B)Scientists will eventually find cures for Ebola.C)Another Ebola epidemic may erupt sooner or later.D)Once infected, one will become immune to Ebola.Section CDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in theblanks with the exact words you have just heard. Finally, when the passage is read for the third time, youshould check what you have written.The ideal companion machine would not only look, feel, and sound friendly but would also be programmed to behave in an agreeable manner. Those qualities that 26 other people enjoyable would be simulated as closely as possible, and the machine would appear to be 27 ,stimulating and easygoing. Its informal conversational style would make interaction comfortable, and yet the machine would remain slightly 28 and therefore interesting. In its first 29 , it might be somewhat hesitant and unassuming, but as it came to know the user it would progress to a more 30 and intimate style. The machine would not be a passive 31 but would add its own suggestions, information, and opinions; it would sometimes 32 in developing or changing the topic and would have a 33 of its own.The machine would convey presence. We have all seen how a computer’s use of personal names often fascinates people and needs them to treat the machine as if it were almost human. Such features are easily written into the software. By introducing a degree of forcefulness and humour, the machine could 34 a vivid and unique character.Friendships are not made in a day, and the computer would be more 35 as a friend if it simulated the gradual changes that occur when one person is getting to know another. At an appropriate time it might also express the kind of affection that stimulates attachment and intimacy.Part ⅢReading ComprehensionSection ADirections：In this section, there is a passage with ten blanks. You are required to select one word far each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before makingyour choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for eachitem on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bankmore than once.Questions 36 to 45 are based on the following passage.Most experts in sleep behaviour agree that there is virtually an epidemic of sleepiness in the nation. “I can’t think of a 36 study that hasn’t found Americans getting less sleep than they ought to,” says Dr David.The beginning of our sleep-deficit crisis can be 37 to the invention of the light bulb a century ago. From diary entries and other personal accounts from the 18th and 19th centuries, sleep scientists have reached the 38 that the average person used to sleep about 9.5 hours a night. By the 1950s and 1960s, that sleep schedule had been reduced 39 to between 7.5 and 8 hours, and most people had to wake to an alarm clock. “People cheat on their sleep, and they don’t realise they’re doing it,” says Dr David. “They think they’re okay because they can get by on 6.5 hours,when they really need 7.5, 8 or even more to feel 40 vigorous.”Perhaps the most merciless robber of sleep, researchers say, is the 41 of the day. Whenever pressures from work, family, friends and community mount, many people consider sleep the least expensive item on the agenda. “In our society, you’re considered 42 if you say you only need 5.5 hours’ sleep. If you say you’ve got to get 8.5 hours, people think you lack drive and ambition.” To assess the 43 of sleep deficit, researchers have put subjects through a set of psychological andperformance tests requiring them, for instance, to add columns of numbers or 44 a passage read to them only minutes earlier. “We’ve found that if you’re sleep-deprived,performance suffers,” says Dr David. “Short-term memory is 45 , so are abilities to make decisions and to concentrate.”A) ideally I) conclusionB) dynamic J) drasticC) currently K) expectationsD) single L) dramaticallyE) startlingly M) recurF) complexity N) consequencesG)tracedH)recall O) impairedSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived.You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questionsby marking the corresponding letter on Answer Sheet 2.Welcome, Freshmen. Have an iPod.[A]Taking a step that many professors may view as a bit counterproductive, some colleges and universities are doling outApple iPhones and Internet-capable iPods to their students. The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could send messages about cancelled classes, delayed buses, campus crises or just the cafeteria menu.[B]While schools emphasise its usefulness — online research in class and instant polling of students, for example 一 a bigpart of the 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.[C]Apple stands to win as well, hooking more young consumers with decades of technology purchases ahead of them. Thelone losers, some fear, could be professors. 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 accumulated wisdom from the front of the room 一 a prospect that teachers find most irritating and students view as, well, inevitable.[D]“When it gets a little boring, I might pull it out,” acknowledged Naomi Pugh, a first-year student at Freed-HardemanUniversity in Henderson, Tenn., referring to her new iPod 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 its infancy asprofessors 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 initiative 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 don’t take them everywhere and would prefer somethinglighter. Abilene Christian settled on the devices 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 wereunwilling to talk about the subject and said that they would not leak any institution’s plans. “We can’t announce other people’s 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.[H]At least four institutions — the University of Maryland, Oklahoma Christian University, Abilene Christian andFreed-Hardeman 一 have announced that they will give the devices to some or all of their students this fall. Other universities are exploring their options. Stanford University has hired a student-run company to design applications likea campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure it’s necessary, notingthat more than 700 iPhones were registered on the university’s network last year. At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States, had a more reliable network, said Andrew Yu, mobile devices platform project manager at MIT. “We would have probably gone ahead with this, maybe just getting a thousand iPhones and giving them out,”Mr. Yu said.[I]The University of Maryland at College Park is proceeding cautiously, giving the iPhone or iPod Touch to 150 students,said Jeffrey Huskamp, vice president and chief information officer at the university. “We don’t think that we have all the answers,” Mr. Huskamp said. By observing how students use the gadgets, he said, “We’re trying to get answers from the students.”[J]At each college, the students who choose to get an iPhone must pay for mobile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet through campus wireless networks. With the iPhone, those networks may provide faster connections and longer battery life than AT&T’s data network. Many cell phones allow users, to surf the Web, but only some newer ones are capable of wireless connection to the local area computer network.[K]University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outside the classroom, though such lesson plans have yet to surface.[L]“My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality)” said Christopher Dede, professor in learning technologies at Harvard University. “Alien Contact,” for example, is an exercise developed for middle-school students who use hand-held devices that can determine their location. As they walk around a playground or other area, text, video or audio pops up at various points to help them try to figure out why aliens were in the schoolyard.[M]“You can imagine similar kinds of interactive activities along historical lines,” like following the Freedom Trail in Boston, Professor Dede said. “It’s important that we do research so that we know how well something like this works.” [N]The rush to distribute the devices worries some professors, who say that students are less likely to participate in class if they are multi-tasking. “I’m not someone who’s anti-technology, but I’m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,” said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself once prices fall.) Robert Summers, who has taught at Cornell Law School for about 40 years, announced this week — in a detailed, footnoted memorandum 一 that he would ban laptop computers from his class on contract law. “I would ban that too if I knew the students were using it in class,” Professor Summers said of the iPhone, after the device and its capabilities were explained to him. “What we want to encourage in these students is an active intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers.”[O]The experience at Duke University may ease some concerns. A few years ago, Duke began giving iPods to students with the idea that they might use them to record lectures (these older models could not access the Internet). “We hadassumed that the biggest focus of these devices would be consuming the content,” said Tracy Futhey, vice president for information technology and chief information officer at Duke. But that is not all that the students did. They began using the iPods to create their own “content”, making audio recordings of themselves and presenting them. The students turned what could have been a passive interaction into an active one, Ms Futhey said.46.University officials claim that they dole out iPhones and iPods so as to facilitate students’ learning outside of class.47.In the author’s view, being equipped with IT products may help colleges and universities build an innovative image.48.Professor Robert Summers at Cornell Law School banned laptop computers from his class because he thinks qualifiedlawyers need to possess a broad array of complex reasoning abilities.49.Naomi Pugh at Freed-Hardeman University speculated that professors would have to work harder to enliven theirclasses.50.The University of Maryland at College Park is proceeding with caution concerning the use of iPhones and iPods.51.Many professors think that giving out Apple iPhones or Internet-capable iPods to students may not benefit education asintended.52.The experience at Duke University may ease some concerns because the students have used iPods for active interaction.53.Ellen Millender at Reed College in Portland is concerned that technology will take the place of teaching or analysis.54.The distribution of iPhones among students has raised concerns that they will further distract students from classparticipation.55.Experts like Dr Kyle Dickson at Abilene Christian University think that mobile technology will be more widely used ineducation.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B),C) and D). You should decide on the best choice and markthe corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage.In 2011, many shoppers chose to avoid the frantic crowds and do their holiday shopping from the comfort of their computer. Sales at online retailers gained by more than 15%, making it the biggest season ever. But people are also returning those purchases at record rates, up 8% from last year.What went wrong? Is the lingering shadow of the global financial crisis making it harder to accept extravagant indulgences? Or that people shop more impulsively — and therefore make bad decisions — when online? Both arguments are plausible. However, there is a third factor: a question of touch. We can love the look but, in an online environment, we cannot feel the quality of a texture, the shape of the fit, the fall of a fold or, for that matter, the weight of an earring. And physically interacting with an object makes you more committed to your purchase.When my most recent book Brandwashed was released, I teamed up with a local bookstore to conduct an experiment about the differences between the online and offline shopping experience. I carefully instructed a group of volunteers to promote my book in two different ways. The first was a fairly hands-off approach. Whenever a customer would inquire about my book, the volunteer would take him over to the shelf and point to it. Out of 20 such requests, six customers proceeded with the purchase.The second option also involved going over to the shelf but, this time, removing the book and then subtly holding onto it for just an extra moment before placing it in the customer’s hands. Of the 20 people who were handed the book, 13 ended upbuying it. Just physically passing the book showed a big difference in sales. Why? We feel something similar to a sense of ownership when we hold things in our hand. That’s why we establish or reestablish connection by greeting strangers and friends with a handshake. In this case, having to then let go of the book after holding it might generate a subtle sense of loss, and motivate us to make the purchase even more.A recent study also revealed the power of touch, in this case when it came to conventional mail. A deeper and longer-lasting impression of a message was formed when delivered in a letter, as opposed to receiving the same message online. Brain imaging showed that, on touching the paper, the emotional centre of the brain was activated, thus forming a stronger bond. The study also indicated that once touch becomes part of the process, it could translate into a sense of possession. This sense of ownership is simply not part of the equation in the online shopping experience.56.Why do people prefer shopping online according to the author?A)It is more comfortable and convenient.B)It saves them a lot of money and time.C)It offers them a lot more options and bargains.D)It gives them more time to think about their purchase.57.Why do more customers return their purchases bought online?A)They regretted indulging in costly items in the recession.B)They changed their mind by the time the goods were delivered.C)They had no chance to touch them when shopping online.D)They later found the quality of goods below their expectations.58.What is the purpose of the author’s experiment?A)To test his hypothesis about online shopping.B)To find out people’s reaction to his recent book.C)To find ways to increase the sale of his new book.D)To try different approaches to sales promotion.59. How might people feel after letting go of something they held?A) A sense of disappointment. C) A subtle loss of interest.B) More motivated to own it. D) Less sensitive to its texture.60.What does brain imaging in a recent study reveal?A)Conventional letters contain subtle messages.B) A lack of touch is the chief obstacle to e-commerce.C)Email lacks the potential to activate the brain.D)Physical touch helps form a sense of possession.Passage TwoQuestions 61 to 65 are based on the following passage.Apparently everyone knows that global warming only makes climate more extreme. A hot, dry summer has triggered another flood of such claims. And, while many interests are at work, one of the players that benefits the most from this story are the media: the notion of “extreme” climate simply makes for more compelling news.Consider Paul Krugman, writing breathlessly in The New York Times about the “rising incidence of extreme events”. He claims that global warming caused the current drought in America’s Midwest, and that supposedly record-high corn prices could cause a global food crisis.But the United Nations climate panel’s latest assessment tells us precisely the opposite: For “North America, there is medium confidence that there has been an overall slight tendency towards less dryness”. Moreover, there is no way thatKrugman could have identified this drought as being caused by global warming without a time machine: Climate models estimate that such detection will be possible by 2048, at the earliest.And, fortunately, this year’s drought appears unlikely to cause a food crisis, as global rice and wheat supplies remain plentiful. Moreover, Krugman overlooks inflation: Prices have increased, six-fold since 1969, so, while corn futures（期货）did set a record of about $8 per bushel（蒲式耳）in late July, the inflation-adjusted price of corn was higher throughout most of the 1970s, reaching $16 in 1974.Finally, Krugman conveniently forgets that concerns about global warming are the main reason that com prices have skyrocketed since 2005. Nowadays 40 percent of com grown in the United States is used to produce ethanol (乙醇), which does absolutely nothing for the climate, but certainly distorts the price of com — at the expense of many of the worlds poorest people.Bill McKibben similarly worries in The Guardian about the Midwest drought and com prices. He confidently tells us that raging wildfires from New Mexico and Colorado to Siberia are “exactly” what the early stages of global warming look like.In fact, the latest overview of global wildfire incidence suggests that fire intensity has declined over the past 70 years and is now close to its preindustrial level.When well-meaning campaigners want us to pay attention to global warming, they often end up pitching beyond the facts. And, while this may seem justified by a noble goal, such “policy by panic” tactics rarely work, and often backfire.Remember how, in the wake of Hurricane Katrina in 2005, A1 Gore claimed that we were in store for ever more destructive hurricanes? Since then, hurricane incidence has dropped off the charts. Exaggerated claims merely fuel public distrust and disengagement.That is unfortunate, because global warming is a real problem, and we do need to address it.61.In what way do the media benefit from extreme weather?A)They can attract people’s attention to their reports.B)They can choose from a greater variety of topics.C)They can make themselves better known.D)They can give voice to different views.62.What is the author’s comment on Krugman’s claim about the current drought in America’s Midwest?A) A time machine is needed to testify to its truth.B)It is based on an erroneous climate model.C)It will eventually get proof in 2048.D)There is no way to prove its validity.63.What is the chief reason for the rise in com prices according to the author?A)Demand for food has been rising in the developing countries.B) A considerable portion of com is used to produce green fuel.C)Climate change has caused com yields to drop markedly.D)Inflation rates have been skyrocketing since the 1970s.64.What does the author say about global wildfire incidence over the past 70 years?A)It has got worse with the rise in extreme weathers.B)It signals the early stages of global warming.C)It has dropped greatly.D)It is related to drought.65. What does the author think of the exaggerated claims in the media about global warming?。

2013年6月六级考试真题(一).

2013年6月六级考试真题(二)

_______________________________________________________________________________Part Ⅰ WritingDirections: For this part, you are allowed 30 minutes to write an essay commenting on the remark “Good habits result from resisting temptation .” You can cite examples to illustrate your point You should write at least 150 words but no more than 200 words. _______________________________________________________________________________ _______________________________________________________________________________ Listening ComprehensionDirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end ofeach conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read thefour choices marked A)，B)，C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.1.A) Why his phone had been disconnected. C) Why he didn ’t leave her a message.B) Why she could not get through to him. D) Why he refused to answer her call.2.A) The houses within his price range are sold out.B) Most people in this city want to own a home.C) He has difficulty finding affordable housing.D) The woman should rent a nicer apartment.3.A) The woman would like the man to take care of her mail.B) The woman has put the number into everyone^ mailbox.C) The new copy machine can meet everyone ’s needs.D) A code number is necessary to run the copy machine.4.A) He will stop work to take care of the baby. C) His wife is going to give birth to a baby.B) He will find a job near his home next year. D) His wife will leave her work soon.5.A) The shopping centre is flooded with people. C) Parking in this city is a horriblenightmare.B) They will come to the mall some other day. D) She will wait for the man at the south gate.6.A) He will be back in a minute to repair the computers.B) It will take longer to reconnect the computers to the Net.C) He has tackled more complicated problems than this.D) A lot of cool stuff will be available online tomorrow.7.A) She forgot to call her mother. C) She did see Prof Smith on TV.B) Prof Smith gives lectures regularly on TV. D) Her mother is a friend of Prof Smith ’s.8.A) The man has to wait to get his medicine.B) The store doesn ’t have the prescribed medicine.C) The man has to go to see his doctor again.D) The prescription is not written clearly enough.Questions 9 to 11 are based on the conversation you have just heard.9.A) It is advertising electronic products. C) It is sponsoring a TV programme.B) It is planning to tour East Asia. D) It is giving performances in town.10. A) A lot of good publicity. C) Long-term investments.B) Talented artists to work for it. D) A decrease in production costs.11. A) Promise long-term cooperation with the Company.B) Explain frankly their own current financial situation.C) Pay for the printing of the performance programme.D) Bear the cost of publicising the Company ’s performance.Questions 12 to 15 are based on the conversation you have just heard.12. A) He has been seeing doctors and counselors. C) He was caught abusing drugs.B) He has found a new way to train his voice. D) He might give up concert tours.Part Ⅱ Section A13. A) Singers may become addicted to it.B)It helps singers warm themselves up.14.A)They are eager to become famous.B)Many lack professional training.15.A)Harm to singers done by smoky atmospheres.C)Singers use it to stay away from colds.D)It can do harm to singers’vocal chords.C)Few will become successful.D)They live a glamorous life.B)Side effects of some common drugs.C)Voice problems among pop singers.D)Hardships experienced by many young singers.Section BDirections:In this section,you will hear3short passages.At the end ofeach passage,you will hear some questions.Both the passage and the questions will be spoken only once.After you hear a question,you must choose the best answerfrom thefour choices marked A),B),C)and D).Then mark the corresponding letter on Answer Sheet1with a single line through the centre.Passage OneQuestions16to19are based on the passage you have just heard.16.A) It has not been very successful. C) It has met with strong resistance.B)It has long become a new trend. D) It has attracted a lot of users.17.A) It saves time. C) It ensures drivers’ safety.B) It increases parking capacity. D) It reduces car damage.18.A)Collect money and help new users.C)Stay alert to any emergency.B)Maintain the automated system.D)Walk around and guard against car theft.19.A)They will vary with the size of vehicles.B)They will be discountable to regular customers.C)They will be lower than conventional parking.D)They will be reduced ifpaid in cash.Passage TwoQuestions20to22are based on the passage you have just heard.20.A)Half of the methane in the atmosphere is from animals.B)Methane has become the chief source of greenhouse gas.C)Consumer behaviour may be influenced by the environment.D)Meat consumption has an adverse effect on the environment.21.A)It takes time for the human body to get used to it.B)It lacks the vitamins and minerals essential for health.C)It enhances immunity to certain diseases.D)It helps people to live a much longer life.22. A) Produce green food. C) Quit eating meats.B) Waste no food. D) Grow vegetables.Passage ThreeQuestions23to25are based on the passage you have just heard.23.A) They do not know any solution.C) They do not behave in public places.B)They do not give up drunk driving.D)They do not admit being alcohol addicts.24.A)To stop them from fighting back.C)To teach them the European lifestyle.B)To thank them for their hospitality.D)To relieve their pains and sufferings.25.A)Without intervention they will be a headache to the nation.B)With support they can be brought back to a normal life.C)They readily respond to medical treatment.D)They pose a serious threat to social stability.Section CDirections:In this section,you will hear a passage three times.When the passage is readfor thefirst time,you should listen carefullyfor its general idea.When the passage is readfor the second time, you are required tofill in the blanks with the exact words you havejust heard.Finally,when the passage is readfor the third time,you should check what you have written.Self-image is the picture you have of yourself, the sort of person you believe you are 26 in our2self-image are the categories in which you place yourself, the roles you play, and other 27 scriptors you use to identify yourself. If you tell an 28 you are a grandfather who recently lost his wife and who does 29 work on weekends, several elements of your self-image are brought to light —the roles of grandparent, widower, and 30 citizen.But self-image is more than how you picture yourself; it also involves how others see you. Three types of feedback from others 31 how they see us: confirmation, rejection, and disconfirmation. Confirmation occurs when others treat you in a manner consistent with who you believe you are. You believe you have leadership abilities and your boss put you in charge of a new work team. On the other hand, rejection occurs when others treat you in a manner that 32 your self-definition. Pierre Salinger was appointed senator from California but 33 lost his first election. He thought he was a good public official, but the voters obviously thought otherwise —their vote was inconsistent with his 34 . The third type of feedback is disconfirmation, which occurs when others fail to respond 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 35 how others classify you, consider how you identify yourself. The way in which you identify yourself is the best reflection of your self-image.PartⅢReading ComprehensionSection ADirections In this section,there is a passage with ten blanks.You are required to select one word far each blankfrom a list ofchoices given in a word bankfollowing the passage.Read the passage through carefully before making your choices.Each choice in the bank is identified by a letter. Please mark the corresponding letterfor each item on Answer Sheet2with a single line through the centre.You may not use any of the words in the bank more than once.Questions36to45are based on the following passage.Proper street behaviour in the United States requires a nice balance of attention and inattention. You are supposed to look at a passerby just enough to show that you are aware of his 36 If you look too little, you appear haughty(目中无人的), too much and you are inquisitive(过分好奇地) .Usually what happens is that people eye each other until they are about eight feet apart, at which point both cast down their eyes. Sociologist Erving Goffman describes this as “a kind of 37 of lights” .Much of eye behaviour is so 38 that we react to it only on the intuitive level. The next time you have a conversation with someone who makes you feel liked, notice what he does with his eyes. Chances are he looks at you more often than is usual with 39 a little longer than the normal. You 40 this as a sign — a polite one — that he is interested in you as a person rather than just in the topic of conversation. Probably you also feel that he is both self-confident and sincere.All this has been demonstrated in 41 experiments. Subjects sit and talk in the psychologist’s laboratory, 42 of the fact that their eye behaviour is being observed from a one way vision screen. In one fairly typical experiment, subjects were 43 to cheat while performing a task, then were interviewed and observed. It was found that those who had cheated met the interviewer’s eyes less often than was 44 , an indication that “shifty eyes” — to use the mystery writers’ stock phrase —can 45 be aSection BDirections:In this section,you are going to read a passage with ten statements attached to it.Each statement contains information given in one ofthe paragraphs.Identify the paragraphfrom whichthe information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet2.A Nation That ’s Losing Its Toolbox[A] The scene inside the Home Depot on Weyman Avenue here would give the old-time Americancraftsman pause. In Aisle 34 is precut plastic flooring, the glue already in place. In Aisle 26 are prefabricated windows. Stacked near the checkout counters, and as colourful as a Fisher-Price toy, is a not-so-serious-looking power tool: a battery-operated saw-and-drill combination. And ifyou don’t want to do it yourself, head to Aisle 23 or Aisle 35, where a help desk will arrange for an installer.[B] It’s all very handy stuff, I guess, a convenient way to be a do-it-yourselfer without being all thatgood with tools. But at a time when the American factory seems to be a shrinking presence, and when good manufacturing jobs have vanished, perhaps never to return, there is something deeply troubling about this dilution of American craftsmanship.[C] This isn’t a lament(伤感) — or not merely a lament — for bygone times. It’s a social andcultural issue, as well as an economic one. The Home Depot approach to craftsmanship —simplify it, dumb it down, hire a contractor— is one signal that mastering tools and working with one’s hands is receding in America as a hobby, as a valued skill, as a cultural influence that shaped thinking and behaviour in vast sections of the country.[D] That should be a matter of concern in a presidential election year. Yet neither Barack Obama norMitt Romney promotes himself as tool-savvy(使用工具很在行的) presidential timber, in the mold of a Jimmy Carter, a skilled carpenter and cabinet maker. The Obama administration does worry publicly about manufacturing, a first cousin of craftsmanship. When the Ford Motor Company, for example, recently announced that it was bringing some production home, the White House cheered. “When you see things like Ford moving new production from Mexico to Detroit, instead of the other way around, you know things are changing,” says Gene Sperling, director of the National Economic Council.[E] Ask the administration or the Republicans or most academics why America needs moremanufacturing, and they respond that manufacturing gives birth to innovation, brings down the trade deficit, strengthens the dollar, generates jobs, arms the military and brings about a recovery from recession. But rarely, if ever, do they publicly take the argument a step further, asserting that a growing manufacturing sector encourages craftsmanship and that craftsmanship is, if not a birthright, then a vital ingredient of the American self-image as a can-do, inventive, we-can-make-anything people.[F] Traditional vocational training in public high schools is gradually declining, stranding thousandsof young people who seek training for a craft without going to college. Colleges, for their part, have since 1985 graduated fewer chemical, mechanical, industrial and metallurgical(冶金的) engineers, partly in response to the reduced role of manufacturing, a big employer of them. The decline started in the 1950s, when manufacturing generated a sturdy 28% of the national income, or gross domestic product, and employed one-third of the workforce. Today, factory output generates just 12% of GDP and employs barely 9% of the nation’s workers.[G] Mass layoffs and plant closings have drawn plenty of headlines and public debate over the years,and they still occasionally do. But the damage to skill and craftsmanship — what’s needed to build a complex airliner or a tractor, or for a worker to move up from assembler to machinist to supervisor — went largely unnoticed.[H] “In an earlier generation, we lost our connection to the land, and now we are losing ourconnection to the machinery we depend on,” says Michael Hout, a sociologist at the University of California, Berkeley. “People who work with their hands,” he went on, “are doing things today that we call service jobs, in restaurants and laundries, or in medical technology and the like.”[I] That’s one explanation for the decline in traditional craftsmanship. Lack of interest is another. Thebig money is in fields like finance. Starting in the 1980s, skill in finance grew in importance, and, as depicted in the news media and the movies, became a more appealing source of income. By last year, Wall Street traders, bankers and those who deal in real estate generated 21% of the4national income, double their share in the 1950s. And Warren Buffett, the good-naturedfinancier, became a homespun folk hero, without the tools and overalls(工作服).[J]“Young people grow up without developing the skills to fix things around the house,”says Richard Curtin,director of the Thomson Reuters/University of Michigan Surveys of Consumers.“They know about computers,of course,but they don’t know how to build them.”[K] Manufacturing’s shrinking presence undoubtedly helps explain the decline in craftsmanship, if only because many of the nation’s assembly line workers were skilled in craft work, ifnot on the job then in their spare time. In a late 1990s study of blue-collar employees at a General Motors plant (now closed) in Linden, NJ, the sociologist Ruth Milkman of City University ofNew York found that many line workers, in their off-hours, did home renovation and other skilled work. “I have often thought,” Ms Milkman says, “that these extracurricular jobs were an effort on the part of the workers to regain their dignity after suffering the degradation of repetitive assembly line work in the factory.”[L] Craft work has higher status in nations like Germany, which invests in apprenticeship(学徒) programmes for high school students. “Corporations in Germany realised that there was an interest to be served economically and patriotically in building up a skilled labour force at home;we never had that ethos(风气) ,”says Richard Sennett, a New York University sociologist who has written about the connection of craft and culture.[M] The damage to American craftsmanship seems to parallel the steep slide in manufacturing employment. Though the decline started in the 1970s, it became much steeper beginning in 2000. Since then, some 5.3 million jobs, or one-third of the workforce in manufacturing, have been lost. A stated goal of the Obama administration is to restore a big chunk of this employment, along with the multitude of skills that many of the jobs required.[N] As for craftsmanship itself, the issue is how to preserve it as a valued skill in the general population. Ms Milkman, the sociologist, argues that American craftsmanship isn’t disappearing as quickly as some would argue — that it has instead shifted to immigrants. “Pride in craft, it is alive in the immigrant world,” she says.[O] Sol Axelrod, 37, the manager of the Home Depot here, fittingly learned to fix his own car as a teenager, even changing the brakes. Now he finds immigrant craftsmen. gathered in abundance outside his store in the early morning, waiting for it to open so they can buy supplies for the day’s work as contractors. Skilled day laborers, also mostly immigrants, wait quietly in hopes of being hired by the contractors. Mr Axelrod also says the recession and persistently high unemployment have forced many people to try to save money by doing more themselves, and Home Depot in response offers classes in fixing water taps and other simple repairs. The teachers are store employees, many of them older and semi-retired from a skilled trade, or laid off. “Our customers may not be building cabinets or outdoor decks; we try to do that for them,’’Mr Axelrod says, “but some are trying to build up skill so they can do more for themselves in these hard times.”46.Mastering tools and working with one’s hands shapes people’s thinking and behaviour.47.The factor that people can earn more money in fields other than manufacturing contributes to thedecline in traditional craftsmanship.48.According to the author,manufacturing encourages craftsmanship.49.According to Ruth Milkman,American craftsmanship,instead of disappearing,is being taken up by immigrants.50.The White House welcomed Ford’s announcement to bring some production back to America.51.According to Mr Axelrod of Home Depot,people are trying to ride out the recession by doingmore themselves.52.America’s manufacturing in the 1950s constituted 28%of the gross domestic product.53.In Ruth Milkman’s opinion,many assembly line workers did home renovation and other skilled work in their off-hours in order to regain their dignity.54.The author felt troubled about the weakening of American craftsmanship.pared with that in America,the status of craft work in Germany is higher.Section CDirections:There are2passages in this section.Each passage isfollowed by some questions or unfinished statements.For each ofthem there arefour choices marked A),B),C)and D).You should decide on the best choice and mark the corresponding letter on Answer Sheet2with a single line through the centre.Passage OneQuestions56to60are based on the following passage.The report from the Bureau of Labour Statistics was just as gloomy as anticipated. Unemployment in January jumped to a 16-year high of 7.6 percent, as 598,000 jobs were slashed from U.S. payrolls in the worst single-month decline since December, 1974. With 1.8 million jobs lost in the last three months, there is urgent desire to boost the economy as quickly as possible. But Washington would do well to take a deep breath before reacting to the grim numbers.Collectively, we rely on the unemployment figures and other statistics to frame our sense of reality. They are a vital part of an array of data that we use to assess ifwe’re doing well or doing badly, and that in turn shapes government policies and corporate budgets and personal spending decisions. The problem is that the statistics aren’t an objective measure of reality; they are simply a best approximation. Directionally, they capture the trends, but the idea that we know precisely how many are unemployed is a myth. That makes finding a solution all the more difficult.First, there is the way the data is assembled. The official unemployment rate is the product of a telephone survey of about 60,000 homes. There is another survey, sometimes referred to as the “payroll survey”, that assesses 400,000 businesses based on their reported payrolls. Both surveys have problems. The payroll survey can easily double-count someone: ifyou are one person with two jobs, you show up as two workers. The payroll survey also doesn’t capture the number of self- employed,and so says little about how many people are generating an independent income.The household survey has a larger problem. When asked straightforwardly, people tend to lie or shade the truth when the subject is sex, money or employment. If you get a call and are asked if you’re employed, and you say yes, you’re employed. If you say no, however, it may surprise you to learn that you are only unemployed ifyou’ve been actively looking for work in the past four weeks; otherwise, you are “marginally attached to the labour force” and not actually unemployed.The urge to quantify is embedded in our society. But the idea that statisticians can then capture an objective reality isn’t just impossible. It also leads to serious misjudgments. Democrats and Republicans can and will take sides on a number of issues, but a more crucial concern is that both are basing major policy decisions on guesstimates rather than looking at the vast wealth of raw data witha critical eye and an open mind.56.What do we learn from the first paragraph?A)The US economic situation is going from bad to worse.B)Washington is taking drastic measures to provide more jobs.C)The US government is slashing more jobs from its payrolls.D)The recent economic crisis has taken the US by surprise.57.What does the author think of the unemployment figures and other statistics?A)They form a solid basis for policy making.C)They signal future economic trends.B)They represent the current situation.D)They do not fully reflect the reality.58. One problem with the payroll survey is that .A)it does not include all the businesses C)it magnifies the number of the joblessB)it fails to count in the self-employed D)it does not treat all companies equally59.The household survey can be faulty in that .A)people tend to lie when talking on the phoneB)not everybody is willing or ready to respondC)some people won’t provide truthful informationD)the definition of unemployment is too broad60.At the end of the passage,the author suggests that .A)statisticians improve their data assembling methodsB)decision makers view the statistics with a critical eyeC)politicians listen more before making policy decisions6D)Democrats and Republicans cooperate on crucial issuesPassage TwoQuestions61to65are based on the following passage.At some point in 2008, someone, probably in either Asia or Africa, made the decision to move from the countryside to the city. This nameless person pushed the human race over a historic threshold, for it was in that year that mankind became, for the first time in its history, a predominantly urban species.It is a trend that shows no sign of slowing. Demographers(人口统计学家) reckon that three-quarters of humanity could be city-dwelling by 2050, with most of the increase coming in the fast-growing towns of Asia and Africa. Migrants to cities are attracted by plentiful jobs, access to hospitals and education, and the ability to escape the boredom of a farmer’s agricultural life. Those factors are more than enough to make up for the squalor(肮脏 ) disease and spectacular poverty that those same migrants must often at first endure when they become urban dwellers.It is the city that inspires the latest book from Peter Smith. His main thesis is that the buzz of urban life, and the opportunities it offers for cooperation and collaboration, is what attracts people to the city, which in turn makes cities into the engines of art, commerce, science and progress. This is hardly revolutionary, but it is presented in a charming format. Mr Smith has written a breezy guidebook, with a series of short chapters dedicated to specific aspects of urbanity — parks, say, or the various schemes that have been put forward over the years for building the perfect city. The result is a sort of high-quality, unusually rigorous coffee-table book, designed to be dipped into rather than read from beginning to end.In the chapter on skyscrapers, for example, Mr Smith touches on construction methods, the revolutionary invention of the automatic lift, the practicalities of living in the sky and the likelihood that, as cities become more crowded, apartment living will become the norm. But there is also time for brief diversions onto bizarre ground, such as a discussion of the skyscraper index (which holds that a boom in skyscraper construction is a foolproof sign of an imminent recession).One obvious criticism is that the price of breadth is depth: many of Mr Smith’s essays raise as many questions as they answer. Although that can indeed be frustrating, this is probably the only way to treat so grand a topic. The city is the building block of civilisation and of almost everything people do; a guidebook to the city is really, therefore, a guidebook to how a large and ever-growing chunk of humanity chooses to live. Mr Smiths book serves as an excellent introduction to a vast subject, and will suggest plenty of further lines of inquiry.61.In what way is the year 2008historic?A)For the first time in history,urban people outnumbered rural people.B)An influential figure decided to move from the countryside to the city.C)It is in this year that urbanisation made a start in Asia and Africa.D)The population increase in cities reached a new peak in Asia and Africa.62.What does the author say about urbanisation?A)Its impact is not easy to predict. C) It is a milestone in human progress.B) Its process will not slow down. D) It aggravates the squalor of cities.63.How does the author comment on Peter Smith’s new book?A)It is but an ordinary coffee-table book.C)It serves as a guide to art and commerce.B)It is flavoured with humorous stories.D)It is written in a lively and interesting style.64.What does the author say in the chapter on skyscrapers?A)The automatic lift is indispensable in skyscrapers.B)People enjoy living in skyscrapers with a view.C)Skyscrapers are a sure sign of a city’s prosperity.D)Recession closely follows a skyscraper boom.65.What may be one criticism of Mr Smith’s book?A)It does not really touch on anything serious.B)It is too long for people to read from cover to cover.C)It does not deal with any aspect of city life in depth.D)It fails to provide sound advice to city dwellers.TranslationPart IVDirections:For this part,you are allowed30minutes to translate a passagefrom Chinese into English.You should write your answer on Answer Sheet2.明朝第三位皇帝朱棣在夺取 (usurp)帝位后，从南京迁都北京，于 1406 年开始建造紫禁城这座宫殿，至明永乐十八年 ( 1420 年) 落成。

2013年6月大学英语6级考试真题及答案

2013年6月大学英语6级考试真题Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay commenting on the remark “A smile is the shortest distance between two people”. You may cite some examples to support your view. You should write at least 150 words but no more than 200 words.注意：此部分试题在答题卡1上作答。

Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions:In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.Welcome, Freshmen. Have an iPod.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.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could send messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and instant polling of students, for example — a big part of the 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 technology purchases ahead of them. The lone losers, some fear, could be professors.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 accumulated 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, Term., referring to her new iPod 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.Experts see a movement toward the use of mobile technology in education, though they say it is in its infancy as professors try to come up with useful applications. Providing powerful handheld 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 initiative at Abilene Christian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops t o class, they don’t take them everywhere and would prefer something lighter. Abilene Christian settled on the devices after surveying studentsand finding that they did not like hauling around their laptops, but that most of them always carried a cell phone, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subject and said that they would not leak any institution’s plans.“We can’t announce other people’s 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 institutions —the 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.Other universities are exploring their options. Stanford University has hired a student-run company to design applications like a campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure it, necessary, noting that more than 700 iPhones were registered on the university’s network last year.At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States, had a more reliable network, said Andrew Yu, mobile devices platform project manager at M.I.T.“We would have probably gone ahead wit h this, maybe just getting a thousand iPhones and giving them out,” Mr. Yu said.“The University of Maryland at College Park is proceeding cautiously, giving the iPhone or iPod Touch to 150 students,” said Jeffrey Huskamp, vice president and chief informat ion officer at the university. “We don’t think that we have all the answers,” Mr. Huskamp said. By observing how students use the gadgets, he said, “We’re trying to get answers from the students.”At each college, the students who choose to get an iPhone must pay for mobile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet through campus wireless networks. With the iPhone, those networks may provide faster connections and longer battery life than A T&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are capable of wireless connection to the local area computer network.University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outside the classroom, though such lesson plans have yet to surface.“My colleagues and I are st udying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality),” said Christopher Dede, professor in learning technologies at Harvard University. “Alien Contact,” for example, is an exercise developed for middle-school students who use hand-held devices that can determine their location. As they walk around a playground or other area, text, video or audio pops up at various points to help them try to figure out why aliens were in the schoolyard.“You can imagine similar kinds of interactive activities along historical lines,” like following the Freedom Trail in Boston, Professor Dede said. “It’s important that we do research, so that we know how well something like this works.”The rush to distribute the devices worries some professors, who say that students are lesslikely to participate in class if they are multi-tasking. “I’m not someone who’s anti-technology, but I’m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,” said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself once prices fall.) Robert Summers, who has taught at Cornell Law School for about 40 years, announced this week — in a detailed, footnoted memorandum — that he would ban laptop computers from his class on Contract Law.“I would ban that too if I knew the students were using it in class,” Professor Summers said of the iP hone, after the device and its capabilities were explained to him. “What we want to encourage in these students is an active intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers.”The experience at Duke University may ease some concerns. A few years ago, Duke began giving iPods to students with the idea that they might use them to record lectures (these older models could not access the Internet).“We had assumed that the biggest focus of these devices would be consuming the content,” said Tracy Futhey, vice president for information technology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to create their own “content,” making audio recordings of themselves and presenting them. The students turned what could have been a passive interaction into an active one, Ms. Futhey said.注意：此部分试题在答题卡1上作答。