2013年6月英语六级考试真题及答案(最新)
2013年6月英语六级真题试卷(第2套)
2013年6月英语六级考试真题试卷（第2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's greed." You can cite examples to illustrate 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 thefour choices marked A) , B) , C) and D) . For questions 8-10, complete the sentenceswith 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 cantake 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, 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.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 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.Although plenty of students take their laptops to class, they don't take them everywhere and would prefer something lighter. 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.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. Standford 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's 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 with 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 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."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.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 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."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 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 - 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." ProfessorSummers 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."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：此部分试题请在答题卡1上作答。
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。
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年06月英语六级真题和答案
2013年6月英语六级真题及答案Part I Writing2013年6月六级作文范文一It is not exaggerating to say that habits determine how much a person can achieve. This is due to the magical power that habits have. It can redouble the effort of our daily behavior.Take this for example: if you recite one word every day, you will add 365 words to your vocabulary by one year, and 700 words by two years, and 1400 words before graduation which is by far beyond the curricular of CET-6. While if you spend two hours on playing computer games—which is far less than how much time is spent in reality for college students— you will probably get addicted to it and fail your study. This phenomenon can be easily found in the college that it is high time for us to be aware of the importance of habits. We should cultivate good habits and get rid of the bad habits such as staying up late, being addicted to games, consuming extravagantly, etc as soon as possible.Rome was not built in one day. We can accumulate a great fortune by the tiny efforts we made every day. From now on say good bye to the bad habits and stick to the good ones, we will enjoy a profitable return in the future.2013年6月六级作文范文二Good habit result…Good habits are a valuable thing and a bridge reaching desirable results. Evidently, good habits include teamwork, optimistic attitude, confidence and so on. It is well known that teamwork always leaves us less mean-spirited and more inclusive. Again, optimistic attitude and confidence can encourage us to never give up and find silver linings in desperate situations.Why should we actively cultivate good habits? For one thing, good habits can jump our trains of thought onto correct tracks, in turn, we can bypass the wrong path. For another thing, persisting what we are good at and doing even more of it creates excellence. This is where developing good habits comes in.As a result, we should take some effective steps to cultivate our good habits. For instance, we can frequently inform young people that opportunities for errors abound, so we must develop good habits to cope with them. To sum up, we cannot deny it that good habits do carry a positive connotation.Part Ⅱ Reading Comprehension (Skimming and Scanning) (25 minutes)暂缺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 thefour 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CET6 真题(第二套) 快速阅读+听力原文+阅读理解
2013年6月CET6 真题（第二套）快速阅读+听力原文+阅读理解Part IA smile is the shortest distance between two peoplePart II Reading Comprehension (Skimming and Scanning) (15 minutes)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 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 devices 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 irritating and students view as, well, inevitable.“When it gets a little boring, I might pull it out,” acknowle dged 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 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 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 to class, they don’t take them everywhere and would prefer something lighter. 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.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 com-pany to design applications like a campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure it, snecessary, 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 with this, maybe just getting a thousand iPhones and giving them out,” Mr. Yusaid.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 st udents 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 studying something called augmented reality (a field of computer research dealing with the combination of real-world a nd virtual reality),” said Christopher Dede, professor in learning technologies at Harvard University. “Alien Contact,” for example, is an exer-cise 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 Fre edom 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 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 Coll ege 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 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.”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.1. Many professors think that giving out Apple iPhones or Internet-capable iPods to studentsA) updates teaching facilities in universitiesB) has started a revolution in higher educationC) can facilitate teacher-student interactionD) may not benefit education as intended2. In the author’s view, being equipped with IT products may help colleges and universitiesA) build an innovative imageB) raise their teaching efficiencyC) track students’ activitiesD) excite student interest in hi-tech3. The distribution of iPhones among students has raised concerns that they will_________ .A) induce students to buy more similar productsB) increase tension between professors and studentsC) further distract students from class participationD) prevent students from accumulating knowledge4. Naomi Pugh at Freed-Hardeman University speculated that professors would_________ .A) find new applications for iPod Touch devicesB) have to work harder to enliven their classesC) have difficulty learning to handle the devicesD) find iPhones and iPods in class very helpful5. Experts like Dr. Kyle Dickson at Abilene Christian University think that________ .A) mobile technology will be more widely used in educationB) the role of technology in education cannot be overestimatedC) mobile technology can upgrade professors’ teaching tool-kitD) iPhones and iPods will replace laptops sooner or later6. What do we learn about the University of Maryland at College Park concerning the use of iPhones and iPods?A) It has sought professors’ opinions.B) It has benefited from their use.C) It is trying to follow the trend.D) It is proceeding with caution.7. University officials claim that they dole out iPhones and iPods so as to_________ .A) encourage professors to design newer lesson plansB) help improve professor-student relationshipsC) facilitate students’ learning outside of classD) stimulate students’ interest in updating techno logy8. Ellen Millender at Reed College in Portland is concerned that technology will take the place of_____.9.Professor Robert Summers at Cornell Law School banned laptop computers from his class because he thinks qualified lawyers need to possess a broad array of_____.10.The experience at Duke University may ease some concerns because the students have used iPods for active_____.【参考答案】：1. D. may not benefit education as intended2. A. build an innovative image3. C. further distract students from class participation4. B. have to work harder to enliven their classes5. A. mobile technology will be more widely used in education6. D. It is proceeding with caution.7. C. facilitate students’ learning outside of class8. teaching or analysis9. complex reasoning abilities required of good lawyers10. InteractionPart III Listening ComprehensionSection A 短对话11.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?Conversation OneW: 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 know 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 b ack 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?Conversation TwoW: Rock stars now face a new hazard --- voice abuse. After last week's announcement that Phil Collins might give up touring because live concerts are ruining his voice, doctors are counseling stars about the dos and don'ts of voice care. Here in the studio today, we have Mr. Paul Phillips, an expert from the High Field Hospital. Paul, what advice would you give to singers facing voice problems?M: If pop singers have got voice problems, they really need to be more selective about where they work. They shouldn't work in smoky atmospheres. They also need to think about resting their voices after a show. Something else they need to be careful about is medicines. Aspirin, for example, singers should avoid aspirin. It thins the blood. And if a singer coughs, this can result inthe bruising of the vocal cords.W: And is it true that some singers use drugs before concerts to boost their voices when they have voice problems?M: Yes, this does happen on occasion. They are easily-available on the continent and they are useful if a singer has problems with his vocal cords and has to sing that night. But if they are taken regularly, they cause a thinning of the voice muscle. Most pop singers suffer from three things: lack of training, overuse and abuse of the voice, especially when they are young. They have difficult lives. When they go on tour, they do a vast number of concerts, singing in smoky places.W: So, what would you advise the singers to do?M: Warm you voice up before a show and warm it down after.Questions 22-25 are based on the conversation you have just heard.22. What does last week's announcement say about rock star, Phil Collins?23. What does Paul Philips say about aspirin?24. What does Paul Philips say about young pop singers?25. What are the speakers mainly talking about?Passage 1Would you trust a robot to park your car? The question will confront New Yorkers in February as the city's first robotic parking opens in Chinatown.The technology has been successfully applied overseas, but the only other public robotic garage in the United States has been troublesome, dropping vehicles and trapping cars because of technical problems.Nonetheless, the developers of the Chinatown garage are confident with the technology and are counting on it to squeeze 67 cars in an apartment-building basement that would otherwise fit only 24, accomplished by removing a maneuver space normally required.A human-shaped robot won't be stepping into your car to drive it. Rather, the garage itself does the parking. The driver stops the car on a flat platform and gets out. The platform is lowered into the garage, and it is then transported to a vacant parking space by a computer-controlled device similar to an elevator that also runs sideways.There is no human supervision, but an attendant will be on hand to accept cash and explain the system to newly users. Parking rates will be attracted about $400 monthly or $25 per day, according to Ari Milstein, the director of planning for Automation Parking Systems, which is the U.S. subsidiary of a German company. This company has built automated garages in several countries overseas and in the United States for residents of a Washington, D.C. apartment building.Questions 26 to 29 are based on the passage you have just heard.26. What do we learn about the robot parking in the U.S. so far?27. What advantage does robotic parking have according to the developers?28. What does the attendant do in the automated garage?29. What does the company say about the parking rate?Passage 2A recent study shows that meat consumption is one of the main ways that human can damage the environment, second only to the use of motor vehicles. So how can eating meat have a negative effect on the environment? For a start, all animals, such as cows, pigs and sheep, always gas limed methane, which is the second most common green house gas after carbon dioxide. Many environmental experts now believe that methane is more responsible for global warming than carbon dioxide. It is estimated that 25% of all methane that released into the atmosphere coming from farm animals. Another way in which meat production affects the environment is through the use of water and land. 2,500 gallons of water are needed to produce one pound of beef. While 20 gallons of water are need to produce one pound of wheat. One acre of farmland use to for raising cows can produce 250 pounds of beef. One acre of farmland use to for crop production can produce 1,500 pounds of tomatoes. Many people now say the benefits of switching to vegetarian diet which excludes meat and fish. Not just for health reasons, but also because it plays a vital role in protecting the environment. However, some nutritionists advise against switching to a totally strict vegetarian diet. They believe such a diet which includes no products from animal sources can be deficient in many of the necessary vitamins and minerals our bodies need. Today many people have come to realize that help the environment and for the human race to survive, more of us will need to become vegetarian.Questions 30 to 32 are based on the passage you've just heard.30. What does the recent study show?31. What do some nutritionists say about the strict vegetarian diet?32. What does the speaker think more people need to do?Passage 3Alcoholism is a serious disease. Nearly nine million Americans alone suffer from the illness. Many scientists disagree about what the differences are between the alcohol addict and social drinker. The difference occurs when someone needs to drink. And this need gets in the way of his health or behavior. Alcohol causes a loss of judgment and alertness. After a long period, alcoholism can deteriorate the liver, the brain and other parts of the body. The illness is dangerous, because it is involved in half of all automobile accidents. Another problem is that the victim often denies being an alcohol addic t and won’t get help. Solutions do exist. Many hospitals and centers help patients cope. Without the assistance, the victim can destroy his life. He would detach himself from the routines of life. He may lose his employment, home or loved ones.All the causes of the sickness are not discovered yet. There is no standard for a person with alcoholism. Victims range in age, race, sex and background. Some groups of people are morevulnerable to the illness. People from broken homes and North American Indians are two examples. People from broken homes often lack stable lives. Indians likewise had the traditional life taken from them by white settlers who often encourage them to consume alcohol to prevent them from fighting back. The problem has now been passed on. Alcoholism is clearly present in society today. People have started to get help and information. With proper assistance, victims can put their lives together one day.Question 33 to 35 are based on the passage you have just heard.Q33. What is the problem of the victims about alcoholism according to the speaker?Q34. Why did white settlers introduce alcohol to Indians?Q35. What does the speaker seem to believe about those affected by alcoholism?复合式听写Self-image is the picture you have of yourself, the sort of person you believe you are. Included in your self-image are the categories in which you place yourself, the roles you play and other similar descriptors you use to identify yourself. If you tell an acquaintance you are a grandfather who recently lost his wife and who does volunteer work on weekends, several elements of your self-image are bought to light — the roles of grandparent, widower and conscientious citizen.But self-image is more than how you picture yourself; it also involves how others see you. Three types of feedback from others are indicative of how they see us: conformation, rejection, and disconfirmation. Conformation 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 is inconsistent with yourself definition. Pierre Salinger was appointed senator from California but subsequently lost his first election. He thought he was a good public official, but the voters obviously thought otherwise— Their vote was inconsistent with his self-concept. The third type of 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 relying on how others classify you, consider how you identify yourself. The way in which you identify yourself is the best refection of yourself-image.Part IV Reading ComprehensionSection AQuestions 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 d esire 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), res uming extraction at sites that had been 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.注意：此部分试题请在答题卡2上作答。
2013年6月大学英语六级真题和答案
2013年6月大学英语六级真题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 can cite examples to illustrate 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1Part 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.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-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, plantbreeding, 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 18000 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 (麻黄) 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 NormanBorlaug. 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 65 km 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 fanning 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.注意：此部分试题请在答题卡1上作答。
2013年6月六级考试真题(第1套)
2013年6月六级考试真题（第一套）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 can cite examplesto illustrate your point. You should write at least 150 words but no more than 200words.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.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 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 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, 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.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 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 Christian University in Texas, which hasbought 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 them everywhere and would prefer something lighter. 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.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‟s 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 with this, maybe just getting a thousand iPhones and gi ving 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 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.”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 devicescan 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.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 studying something called augmented reality (a field of c omputer 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 exer-cise 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 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 —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 explain ed 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 stud ents turned what could have been a passive interaction into an active one, Ms. Futhey said.1. Many professors think that giving out Apple iPhones or Internet-capable iPods to students _________.A) updates teaching facilities in universitiesB) has started a revolution in higher educationC) can facilitate teacher-student interactionD) may not benefit education as intended2. In the author‟s view, being equipped with IT products may help colleges and universities _________.A) build an innovative imageB) raise their teaching efficiencyC) track students‟ activitiesD) excite student interest in hi-tech3. The distribution of iPhones among students has raised concerns that they will_________.A) induce students to buy more similar productsB) increase tension between professors and studentsC) further distract students from class participationD) prevent students from accumulating knowledge4. Naomi Pugh at Freed-Hardeman University speculated that professors would_________.A) find new applications for iPod Touch devicesB) have to work harder to enliven their classesC) have difficulty learning to handle the devicesD) find iPhones and iPods in class very helpful5. Experts like Dr. Kyle Dickson at Abilene Christian University think that________.A) mobile technology will be more widely used in educationB) the role of technology in education cannot be overestimatedC) mobile technology can upgrade professors‟ teaching tool-kitD) iPhones and iPods will replace laptops sooner or later6. What do we learn about the University of Maryland at College Park concerning the use of iPhones and iPods?A) It has sought professors‟ opinions.B) It has benefited from their use.C) It is trying to follow the trend.D) It is proceeding with caution.7. University officials claim that they dole out iPhones and iPods so as to_________.A) encourage professors to design newer lesson plansB) help improve professor-student relationshipsC) facilitate students‟ learning outside of classD) stimulate students‟ interest in u pdating technology8. Ellen Millender at Reed College in Portland is concerned that technology will take the place of _____.9. Professor Robert Summers at Cornell Law School banned laptop computers from his classbecause he thinksqualified lawyers need to possess a broad array of_____.10. The experience at Duke University may ease some concerns because the students have usediPods for active_____.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 conversation and the questions will be spoken only once. After eachquestion there will be a pause. During the pause, you must read the four choicesmarked A), B), C) and D), and decide which is the best answer. Then mark thecorresponding letter on Answer Sheet 2 with a single line through the centre.11. 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.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 exhibition 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 econom ic 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. 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.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 needed.21. 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.22. 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 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. C) Predict global population growth.B) Explain certain natural phenomena. D) Promote national financial health.25. A) Their different educational backgrounds. C) Chaos theory and its applications.B) Changing attitudes toward 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 bespoken only once. After you hear a question, you must choose the bestanswer from the four choices marked A), B), C) and D). Then mark thecorresponding letter on Answer Sheet 2with a single line through thecentre.Passage OneQuestions 26 to 28 are based on the passage you have just heard.26. 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.27. A) Long years of job training. C) Distinctive academic qualifications.B) High emotional intelligence. D) Devotion to the advance of science.28. A) Good interpersonal relationships. C) Sophisticated equipment.B) Rich working experience. D) High motivation.Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29. A) A diary. C) A history textbook.B) A fairy tale. D) A biography.30. A) He was a sports fan. C) He disliked school.B) He loved adventures. D) He liked hair-raising stories.31. A) Encourage people to undertake adventures.B) Publicize his colorful and unique life stories.C) Raise people‟s environmental awareness.D) Attract people to America‟s national parks.Passage ThreeQuestions 32 to 35 are based on the passage you have just heard.32. 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.33. A) They exhibit similar symptoms. C) They have almost the same mortalityrate.B) They can be treated with the same drug. D) They have both disappeared for good.34. A) By inhaling air polluted with the virus.B) By contacting contaminated body fluids.C) By drinking water from the Congo River.D) By eating food grown in Sudan and Zaire.35. 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 isread for the second time, you are required to fill in the blanks numbered from 36to 43 with the exact words you have just heard. For blanks numbered from 44 to46 you are required to fill in the missing information. For these blanks, you caneither use the exact words you have just heard or write down the main points inyour own words. Finally, when the passage is read for the third time, you shouldcheck 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 (36) _______ that make interaction with other people enjoyable would be simulated as closely as possible, and the machine would appear to be (37) _______, stimulating and easygoing. Its informal conversational style would make interaction comfortable, and yet the machine would remain slightly (38) _______ and therefore interesting. In its first (39) _______ it might be somewhat hesitant and unassuming, but as it came to know the user it would progress to a more (40) _______ and intimate style. The machine would not be a passive (41) _______ but would add its own suggestions, information, and opinions; it would sometimes take the (42) _______ in developing or changing the topic and would have a (43)_______ of its own.The machine would convey presence. W e have all seen how a computer‟s use of personal names (44) ________________________________________________________________________. Such features are easily written into the software (45) ___________________________________________________________.Friendships are not made in a day, and the computer would be more acceptable as a friend (46) ________________________________________________________________________. At an appropriate time it might also express the kind of affection that stimulates attachment and intimacy.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.Highly proficient musicianship is hard won. Although it‟s often assumed musical ability is inherited, there‟s abundant evidence that this isn‟t the case. While it seems that at birth virtually everyone has perfect pitch, the reasons that one child is better than another are motivation and practice.Highly musical children were sung to more as infants and more encouraged to join in song games as kids than less musical ones, long before any musical ability could have been evident. Studies of classical musicians prove that the best ones practised considerably more from childhood onwards than ordinary orchestral players, and this is because their parents were at them to put in the hours from a very young age.The same was true of children selected for entry to specialist music schools, compared withthose who were rejected. The chosen children had parents who had very actively supervised music lessons and daily practice from young ages, giving up substantial periods of leisure time to take the children to lessons and concerts.The singer Michael Jackson‟s story, although unusually brutal and extreme, is illuminati ng when considering musical prodigy(天才). Accounts suggest that he was subjected to cruel beatings and emotional torture, and that he was humiliated (羞辱) constantly by his father, What sets Jackson‟s family apart is that his father used his reign of terror to tra in his children as musicians and dancers.On top of his extra ability, Michael also had more drive. This may have been the result of being the closest of his brothers and sisters to his mother. “He seemed different to me from the other children —special,”Michael‟s mother said of him. She may not have reali sed that treating her son as special may have been part of the reason he became like that.All in all, if you want to bring up a Mozart or Bach, the key factor is how hard you are prepared to crack the whip. Thankfully, most of us will probably settle for a bit of fun on the recorder and some ill-executed pieces of music on the piano from our children.47. According to the author, a child‟s musical ability has much to do with their _______________________.48. In order to develop the musical ability of their children, many parents will accompany themduring their practice, sacrificing a lot of their own _______________________.49. Because of their father‟s pressure and strict training, Michael Jackson and some of his brothersand sisters eventually became ___________________________.50. Michael‟s extra drive for music was partly due to the fact that hewas _______________________ by his mother.51. To bring up a great musician like Mozart or Bach, willingness to be strict with your child is_______________________.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.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 them 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 up buying 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 thepaper, the emotional center 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.52. 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.53. 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.54. 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.55. 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.56. 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 57 to 61 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 opposi te: For “North America, there is medium confidence that there has been an overall slight tendency toward less dryness”. Moreover, there is no way that Krugman 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 in1974.Finally, Krugman conveniently forgets that concerns about global warming are the main reason that corn prices have skyrocketed since 2005. Nowadays 40 percent of corn 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 corn — at the expense of many of the wo rld‟s poorest people.Bill McKibben similarly worries in The Guardian about the Midwest drought and corn prices. He confidently tells us that raging wildfires from New Mexico and Colorado to Siberia are “exactly” what the early stages of global warming loo k 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.。
(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)。
13年6月第一套
2013年6月六级考试真题（第一套）PartⅠWritingDirection:For this part,you are allowed30minutes 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 writeat least150words but no more than200words.PartⅡListening Comprehension Section ADirections:In this section,you will hear8short conversations and2long conversations.At the end of each conversation,one or more questions will be asked about what was said.Both the conversationand the questions will be spoken only once.After each question there will be a pause.During thepause,you must read the four choices marked A)，B)，C)and D),and decide which is the bestanswer.Then mark the corresponding letter on Answer Sheet1with a single line through thecentre.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 economicproblems.B)It distorted the mayor’s speech.D)It reflected the opinions of most economists.Questions9to12are 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 projectreport.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.Questions13to15are 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 populationgrowth.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 hear3short 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,youmust choose the best answer from the four choices marked A),B),C)and D).Then mark thecorresponding letter on Answer Sheet1with a single line through the centre.Passage OneQuestions16to18are based on the passage you have just heard.16.A)They lay great emphasis on hard work.C)They require high academicdegrees.B)They name150star engineers each year.D)They have people with a veryhigh IQ.17.A)Long years of job training.C)Distinctiveacademic qualifications.B)High emotional intelligence.D)Devotion to theadvance of science.18.A)Good interpersonal relationships.C)Sophisticated equipment.B)Rich working experience.D)Highmotivation.Passage TwoQuestions19to21are based on the passage you have just heard.19.A)A diary.C)Distinctive academic qualifications.B)A fairy tale.D)Devotion to theadvance of science.20.A)He was a sports fan.C)Sophisticatedequipment.B)He loved adventures.D)Highmotivation.21.A)Encourage people to undertake adventures.C)Raise people’s environmentalawareness.B)Publicise his colourful and unique life stories.D)Attract people to America’snational parks.Passage ThreeQuestions22to25are based on the passage you have just heard.22.A)The first infected victim.C)The doctor who first identifiedit.B)A coastal village in Africa.D)A river running through theCongo.23.A)They exhibit similar symptoms.C)They have almost the same mortalityrate.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 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 throughcarefully before making your choices.Each choice in the bank is identified by a letter.Please markthe corresponding letter for 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.Section 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 theinformation is derived.You may choose a paragraph more than once.Each paragraph is markedwith a letter.Answer the questions by marking the corresponding letter on Answer Sheet2.Welcome,Freshmen.Have an iPod.[A]Taking a step that many professors may view as a bit counterproductive,some colleges and universities aredoling 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 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,forexample一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.[C]Apple stands to win as well,hooking more young consumers with decades of technology purchases ahead ofthem.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 atFreed-Hardeman University 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 itsinfancy as professors try to come up with useful applications.Providing powerful hand-held devices is sure to fuel debates over the role of technology in higher education.“We think this is the way the future is going to work”said Kyle Dickson,co-director of research and the mobile learning initiative at Abilene Christian University in Texas,which has bought more than600iPhones and300iPods for students entering this fall.[F]Although plenty of students take their laptops to class,they don’t take them everywhere and would prefersomething lighter.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 atApple 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.[H]At least four institutions—the University of Maryland,Oklahoma Christian University,Abilene Christianand Freed-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 like a campus map and directory for the iPhone.It is considering whether to issue iPhones but not sure it’s necessary,noting that more than700iPhones 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 to150students,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 learningtechnologies 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 about40 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 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.46.University officials claim that they dole out iPhones and iPods so as to facilitate students’learning outside ofclass.47.In the author’s view,being equipped with IT products may help colleges and universities build an innovativeimage.48.Professor Robert Summers at Cornell Law School banned laptop computers from his class because he thinksqualified lawyers 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 enliventheir classes.50.The University of Maryland at College Park is proceeding with caution concerning the use of iPhones andiPods.51.Many professors think that giving out Apple iPhones or Internet-capable iPods to students may not benefiteducation as intended.52.The experience at Duke University may ease some concerns because the students have used iPods for activeinteraction.53.Ellen Millender at Reed College in Portland is concerned that technology will take the place of teaching oranalysis.54.The distribution of iPhones among students has raised concerns that they will further distract students fromclass participation.55.Experts like Dr Kyle Dickson at Abilene Christian University think that mobile technology will be morewidely used in education.Section CDirections:There are2passages 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 decideon the best choice and mark the corresponding letter on Answer Sheet2with a single line throughthe centre.Passage OneQuestions56to60are based on the following passage.In2011,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 than15%,making it thebiggest season ever.But people are also returning those purchases at record rates,up8%from lastyear.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 baddecisions—when online?Both arguments are plausible.However,there is a third factor:aquestion of touch.We can love the look but,in an online environment,we cannot feel the qualityof a texture,the shape of the fit,the fall of a fold or,for that matter,the weight of an earring.Andphysically 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.Icarefully instructed a group of volunteers to promote my book in two different ways.The first wasa fairly hands-off approach.Whenever a customer would inquire about my book,the volunteerwould take him over to the shelf and point to it.Out of20such requests,six customers proceededwith 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.Ofthe20people who were handed the book,13ended up buying it.Just physically passing the bookshowed a big difference in sales.Why?We feel something similar to a sense of ownership whenwe hold things in our hand.That’s why we establish or reestablish connection by greetingstrangers and friends with a handshake.In this case,having to then let go of the book after holdingit 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 conventionalmail.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 thepaper,the emotional centre of the brain was activated,thus forming a stronger bond.The studyalso indicated that once touch becomes part of the process,it could translate into a sense ofpossession.This sense of ownership is simply not part of the equation in the online shoppingexperience.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 ofinterest.B)More motivated to own it.D)Less sensitive toits 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 TwoQuestions61to65are 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,oneof the players that benefits the most from this story are the media:the notion of“extreme”climatesimply 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 inAmerica’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 tendencytowards less dryness”.Moreover,there is no way that Krugman could have identified this droughtas being caused by global warming without a time machine:Climate models estimate that suchdetection will be possible by2048,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 haveincreased,six-fold since1969,so,while corn futures（期货）did set a record of about$8per bushel（蒲式耳）in late July,the inflation-adjusted price of corn was higher throughout most of the1970s,reaching$16in1974.Finally,Krugman conveniently forgets that concerns about global warming are the main reason that com prices have skyrocketed since2005.Nowadays40percent of com grown in theUnited States is used to produce ethanol(乙醇),which does absolutely nothing for the climate,butcertainly 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 past70years 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 bypanic”tactics rarely work,and often backfire.Remember how,in the wake of Hurricane Katrina in2005,A1Gore claimed that we were in store for ever more destructive hurricanes?Since then,hurricane incidence has dropped off thecharts.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 in2048.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 the1970s.64.What does the author say about global wildfire incidence over the past70years?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?A)They are strategies to raise public awareness.B)They do a disservice to addressing the problem.C)They aggravate public distrust about science.D)They create confusion about climate change.Part IV TranslationDirections:For this part,you are allowed30minutes to translate a passage from Chinese into English.You should write your answer on Answer Sheet2.在漫长的发展过程中，中国建筑逐渐形成了以木结构（timberwork)结合石雕、夯土结构（rammed earth construction)以及其他技巧为特色的风格。
最新2013年6月英语六级真题及答案-第一套(最新整理吐血整理)
第一部分Greed or Greet?The earth has nurtured generations of human beings, offering us with every resource to survive and prosper. Nowadays, with the explosion of population and boom of economy, human’s rel entless exploitation of natural resources has caused crisis of exhaustion of energy and resources.The remark “Earth provides enough to satisfy every man’s needs, but not every man’s greed.” gives out a warning for us all. The ecosystem has remained balanced until man becomes obsessed with their ambition to conquer Nature and they are blinded by greed. On one hand, they are so economy-oriented that they ignore the protection of environment. Increasing pollution not only causes serious problems such as global warming but also could threaten to end human life on our planet. On the other hand, man exploits and abuses non-renewable energy and resources for the sake of developing economy. If man insists on extracting natural resources recklessly, it will be too dreadful to face the consequence.Let us remember that only when we shake off greed and heal the earth can we build a better home for ourselves and our future generations.快速阅读美国工业制造1-7 DADAAAB8 higher9 the immigrants10 doing more themselves听力11. Why she could not get through to him.12. He has difficulty finding affordable housing.13. A code number is necessary to run the copy machine.14. He will stop work to take care of the baby.15. The shopping center is flooded with people.16. It will take longer to reconnect the computers to the Net.17. She did see Prof. Smith on TV.18. The man has to go to see his doctor again.19. It is planning to tour East Asia.20. A lot of good publicity.21. Pay for the printing of the performance programme.22. He might give up concert tours.23. It can do harm to singer’s voice chords.24. Many lack professional training.25. Voice problems among pop singers.Q26 It has not been very successful.Q27 It increases parking capacity.Q28 Collect money and help new users.Q29 They will be discountable to regular customers.Q30 D. Meat consumption has an adverse effect on the environment. Q31 B. It lacks the vitamins and minerals essential for health.Q32 C. Quit eating meats.Q33 D. They do not admit being alcohol addicts.Q34 A. To stop them from fighting back.Q35 B. With support they can be brought back to a normal life.36. Included37. categories38. similar39. acquaintance40. recently41. volunteer42. citizen43. indicative44. You believe you have leadership abilities and your boss put you in c harge of a new work team45. He thought he was a good public official, but the voters obviously th ought otherwise46. A student writes what he thinks is an excellent composition, but the teacher writes no encouraging remarks【阅读】孩子47 attitudes, beliefs, and behaviors48 gender roles49 observing and imitating50 adulthood or later life51 explain第一篇美国经济52.第一题是美国经济越变越差有一个词是worse53. 是不能够反映真实情况有两个词是fully reflected54.第三题是没有把雇佣人数算进去55. 是没有提供真实的信息56.是两个机构一起合作第二篇城乡57.城乡迁移现象58.是趋势不会被减慢59.本书有一个向导，新颖。
2013年6月英语六级听力试题及答案
2013年6月英语六级考试真题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：此部分试题请在答题卡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 exhibition 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 steel 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。
最新2013年6月英语国家六级真题及答案第二套(最新整理版吐血整理)
最新2013年6月英语六级真题及答案（吐血整理）Writing2013年6月六级作文范文一A smile is the shortest distance between two peopleMark Twain once said, “The human race has one really effective weapon, and that is laughter.”A smile will unconsciously pull short distance between hearts, which is the charm of a smile. So never stop smiling, even when you are sad, for someone might fall in love with your smile.Undoubtedly, it is smile that keeps us continually shortening the distance among people. When you fall down, a smile from others will bring you the power to stand up. Besides, smile is a name card which will make the people around you feel comfortable and pave the way for you to make good friends. When you feel disappointed with the life and get heartbroken with the love, just smile, it's a good medicine for your hurt soul. Were there no smile, never would we taste a happy and healthy life.Consequently, from what has been discussed above, it can be safely concluded that a smile is beneficial for us bridge gaps ofsocial interaction and sweep disorders of human communication.2013年6月六级作文范文二It is not exaggerating to say that habits determine how much a person can achieve. This is due to the magical power that habits have. It can redouble the effort of our daily behavior.Take this for example: if you recite one word every day, you will add 365 words to your vocabulary by one year, and 700 words by two years, and 1400 words before graduation which is by far beyond the curricular of CET-6. While if you spend two hours on playing computer games—which is far less than how much time is spent in reality for college students—you will probably get addicted to it and fail your study. This phenomenon can be easily found in the college that it is high time for us to be aware of the importance of habits. We should cultivate good habits and get rid of the bad habits such as staying up late, being addicted to games, consuming extravagantly, etc as soon as possible.Rome was not built in one day. We can accumulate a great fortune by the tiny efforts we made every day. From now on say good bye to the bad habits and stick to the good ones, we willenjoy a profitable return in the future.2013年6月六级英语考试作文参考范文三Good habit result…Good habits are a valuable thing and a bridge reaching desirable results. Evidently, good habits include teamwork, optimistic attitude, confidence and so on. It is well known that teamwork always leaves us less mean-spirited and more inclusive. Again, optimistic attitude and confidence can encourage us to never give up and find silver linings in desperate situations.Why should we actively cultivate good habits? For one thing, good habits can jump our trains of thought onto correct tracks, in turn, we can bypass the wrong path. For another thing, persisting what we are good at and doing even more of it creates excellence. This is where developing good habits comes in.As a result, we should take some effective steps to cultivate our good habits. For instance, we can frequently inform young people that opportunities for errors abound, so we must develop good habits to cope with them. To sum up, we cannotdeny it that good habits do carry a positive connotation.Part Ⅱ Reading Comprehension (Skimming and Scanning)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。
[英语六级考试复习]2013年6月_六级真题_第3套
![[英语六级考试复习]2013年6月_六级真题_第3套](https://img.taocdn.com/s3/m/1f170dd1767f5acfa1c7cda5.png)
大学英语 六级考试 真题解析2013年6月大学英语六级考试真题（第3套）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 can cite examples to illustrateyour point. You should write at least 150 words but no more than 200 words. Write your essayon Answer Sheet 1._____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________Part II Listening Comprehension （30 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 theconversation and the questions will be spoken only once. After each question there will be apause. During the pause, you must read the four choices marked A）, B）, C） and D）, anddecide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with asingle line through the centre.1. A) It will mainly benefit the wealthy. C) It will reduce government revenues.B) It will stimulate business activities. D) It will cut the stockholders' dividends.2. A) She doesn't think much of job-hopping.B) She will stick to the job if the pay is good.C) She prefers a life of continued exploration.D) She will do her best if the job is worth doing.3. A) Talk the drug user out of the habit. C) Keep his distance from drug addicts.B) Stop thinking about the matter. D) Be more friendly to his schoolmate.4. A) The son. B) Aunt Louise. C) The father. D) The mother.5. A) Move to another place. C) Check the locks every two weeks.B) Stay away for a couple of weeks. D) Look after the Johnsons' house.6. A) He didn't want to miss the game.B) He would like to warm up for the game.C) He didn't want to be held up in traffic.D) He wanted to catch as many birds as possible.wasdown. C) Itrobbed.7. A) ItwasburnedB) It was closed down. D) It was blown up.8. A) She studies in the same school as her brother.B) She isn't going to work in her brother's firm.C) She isn't going to change her major.D) She plans to major in tax law.Questions 9 to 11 are based on the conversation you have just heard.9. A) Current issues in economics. C) A recent biology lecture.B) Choices faced by conservationists. D) Topics for a research paper.10. A) A scarcity of jobs in their field.B) Inadequate training in methods of biological research.C) Difficulties in classifying all of the varieties of owls.D) A lack of funding for their work with endangered species.11. A) It has numerous traits in common with the spotted owl.B) Its population is increasing in recent years.C) It may not survive without special efforts of conservationists.D) Its role in the chain of evolution has not yet been examined.Questions 12 to 15 are based on the conversation you have just heard.12. A) Training given to music therapists. C) Studies on the benefits of music.B) How music prevents disease. D) How musicians create music.13. A) In place of physical therapy. C) To prevent heart disease.B) To control brain problems. D) To relieve depression.14. A) They like to have music in the operating room.B) They solved problems better while listening to music they liked.C) They preferred classical music.D) They performed better when they used headphones.15. A) It increased the students' white blood cell.B) It increased some students' energy level.C) It improved the students' ability to play musical instruments.D) It released a natural painkiller in some students' bodies.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 aquestion, you must choose the best answer from the four choices marked A）, B）, C） and D）.Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Passage OneQuestions 16 to 19 are based on the passage you have just heard.16. A) She was bored with her idle life at home.B) She was offered a good job by her neighbour.C) She wanted to help with the family's finances.D) Her family would like to see her more involved in social life.17. A) Doing housework. C) Reading papers and watching TV.B) Looking after her neighbour's children. D) Taking good care of her husband.18. A) Jane got angry at Bill's idle life. C) Bill blamed Jane for neglecting the family.B) Bill failed to adapt to the new situation. D) The children were not taken good care of.19. A) Neighbours should help each other.B) Women should have their own careers.C) Man and wife should share household duties.D) Parents should take good care of their children.Passage TwoQuestions 20 to 22 are based on the passage you have just heard.20. A) To predict natural disasters that can cause vast destruction.B) To limit the destruction that natural disasters may cause.C) To gain financial support from the United Nations.D) To propose measures to hold back natural disasters.21. A) There is still a long way to go before man can control natural disasters.B) International cooperation can minimize the destructive force of natural disasters.C) Technology can help reduce the damage natural disasters may cause.D) Scientists can successfully predict earthquakes.22. A) There were fatal mistakes in its design.B) The builder didn't observe the building codes of the time.C) The traffic load went beyond its capacity.D) It was built according to less strict earthquake resistance standards.Passage ThreeQuestions 23 to 25 are based on the passage you have just heard.23. A) By judging to what extent they can eliminate the risks.B) By estimating the possible loss of lives and property.C) By estimating the frequency of volcanic eruptions.D) By judging the possible risks against the likely benefits.24. A) One of Etna's recent eruptions made many people move away.B) Etna's frequent eruptions have ruined most of the local farmland.C) Etna's eruptions are frequent but usually mild.D) There are signs that Etna will erupt again in the near future.25. A) They will remain where they are. C) They will turn to experts for advice.B) They will leave this area forever. D) They will seek shelter in nearby regions.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 the blanks with the exact words you have just heard. Finally, whenthe passage is read for the third time, you should check what you have written.Certain phrases one commonly hears among Americans capture their devotion to individualism: "Do your own thing. " "I did it my way. " "You'll have to decide that for yourself. " "You made your bed, now 26 in it. " "If you don't look out for yourself, no one else will. " "Look out for number one."Closely associated with the value they place on individualism is the importance Americans 27 privacy. Americans assume that people "need some time to themselves" or "some time alone" to 28things or recover their spent psychological energy. Americans have great 29 understanding foreignerswho always want to be with another person, who dislike being alone.If the parents can 30 it, each child will have his or her own bedroom. Having one's own bedroom, even as an infant, fixes in a person the notion that she 31 a place of her own where she can be by herself, and keep her possessions. She will have her clothes, her toys, her books, and so on. These things will be hers and no one else's.Americans 32 that people will have their private thoughts that might never be shared with anyone. Doctors, lawyers, psychiatrists, and others have rules governing "confidentiality" that 33 prevent information about their clients' personal situations from becoming known to others.Americans' attitudes about 34 can be hard for foreigners to understand. Americans' houses, yards, and even their offices can seem open and inviting. Yet in the minds of Americans, there are 35 that other people are simply not supposed to cross. When those boundaries are crossed, an American's body will visibly stiffen and his manner will become cool and aloof.Part III Reading Comprehension （40 minutes）Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.When my mother's health was failing, I was the "bad" sister who lived far away and wasn't involved.My sister helped my parents. She never asked me to do anything, and I didn't 31 . I was widowed,raising kids and working, but that wasn't really why I kept to weekly calls and short, infrequent visits. Iwas 37 in my adolescent role as the aloof (超脱的) achiever, defending myself from my 38 motherand other family craziness. As always, I turned a deaf ear to my sister's criticisms about my not being around more—and I didn't hear her rising desperation. It wasn't until my mom's 39 , watching my dadand sister cling to each other and weep, that I got a hint of their long painful experience—and how badlyI'd behaved.My sister was so furious, she 40 spoke to me during my father's last years. To be honest, I'm not a terrible person. So how did I get it so wrong.We hear a lot about the 41 of taking care of our graying population. But the big story beneath the surface is the psychological crisis among middle-aged siblings (兄弟姐妹) who are fighting toward issues involving their aging parents. According to a new survey, an estimated 43.5 million adults in the US are looking after an older 42 or friend. Of these, 43% said they did not feel they had a 43 in this role.And although 7 in 10 said another unpaid caregiver had 44 help in the past year, only 1 in 10 said the burden was split equally.As siblings who are often separated geographically and emotionally, we are having to come togetherto decide such 45 issues as where Mom and Dad should live and where they should be buried. "It's likebeing put down with your siblings in the center of a nuclear reactor and being told, ' Figure it out,' " says University of Colorado psychologist Sara Honn Qualls.Section 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 fromwhich the information is derived. You may choose a paragraph more than once. Eachparagraph is marked with a letter. Answer the questions by marking the corresponding letteron Answer Sheet 2.Norman Borlaug: 'Father of the Green Revolution'A)Few people have quietly changed the world for the better more than this rural lad from themidwestern 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 60working years in the farmlands of Mexico, South Asia and later in Africa, fighting world hunger, andsaving by some estimates up to a billion lives in the process. An achievement, fit for a Nobel PeacePrize.Early YearsB) "I'm a product of the great depression" is how Borlaug described himself. A great-grandson ofNorwegian immigrants to the United States, Borlaug was born in 1914 and grew up on a small farm inthe northeastern corner of Iowa in a town called Cresco. His family had a 40-hectare (公顷) farm onwhich they grew wheat, maize (玉米) and hay and raised pigs and cattle. Norman spent most of histime from age 7-17 on the farm, even as he attended a one-room, one-teacher school at New Oregonin Howard County.C) Borlaug didn't have money to go to college. But through a Great Depression era programme, knownas 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 MexicoD) In 1944, many experts warned of mass starvation in developing nations where populations wereexpanding 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.E) Wheat varieties that Borlaug worked with had tall, thin stalks. While taller wheat competed better forsunlight, 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 IndiaF) During the 1960s, South Asia experienced severe drought condition and India had beenimporting 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.G) India subsequently made a huge commitment to Mexican wheat, importing some 18,000 tonnes ofseed. 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.H) United Nation's Food and Agriculture Organization( FAO) observed that in 40 years between 1961and 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. 'I n AfricaI) Africa suffered widespread hunger and starvation through the 70s and 80s. Food and aid poured infrom most developed countries into the continent, but thanks to the absence of efficient distributionsystem, the hungry remained empty-stomach. The then Chairman of the Nippon Foundation, RyoichiSasakawa wondered why the methods used in Mexico and India were not extended to Africa. Hecalled up Norman Borlaug, now leading a semi-retired life, for help. He managed to convince Borlaugto help with his new effort and subsequently founded the Sasakawa Africa Association. Borlaug laterrecalled, "but after I saw the terrible circumstances there, I said, ' Let's just start growing' ".J) 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 andirrigation systems, were severely lacking throughout Africa. Because of this, Borlaug's initial projectswere restricted to developed regions of the continent. Nevertheless, yields of maize, sorghum（高梁）and wheat doubled between 1983 and 1985.Nobel PrizeK) 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 forthe test fields in the Toluca valley, about 65 km west of Mexico City. A chauffeur (司机) took her tothe fields to inform her husband Borlaug said, "the first essential component of social justice isadequate food for all mankind. Food is the moral right of all who are born into this world. Yet, 50percent of the world population goes hungry. "Green Revolution vs EnvironmentalistsL) Borlaug's advocacy of intensive high-yield agriculture came under severe criticism from environmentalists in recent years. His work faced environmental and socio-economic criticismsincluding charges that his methods have created dependence on monoculture crops, unsustainablefarming practices, heavy indebtedness among subsistence farmers, and high levels of cancer amongthose who work with agriculture chemicals. There are also concerns about the long-term sustainabilityof farming practices encouraged by the Green Revolution in both the developed and the developingworld.M) 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 tothe American multi-national corporations. What these critics overwhelmingly advocate is a globalmovement towards " organic" or "sustainable" farming practices that avoid using chemicals and hightechnology in favour of natural fertilizers, cultivation and pest-control programmes.46. Borlaug's new varieties of wheat have shorter stems and stronger resistance to disease.47. A large part of Borlaug's life was spent in increasing food supply of poor countries andcombating hunger.48. Borlaug's wheat programme met with resistance during his first couple of years in Mexico.49. In both developed and developing countries there are concerns whether in the long runBorlaug's farming practices will be sustainable.50. The lack of necessary supporting facilities in Africa prevented Borlaug from achieving brilliantsuccess.51. Borlaug was not able to get ahead with his experiments in India until the government intervened.52. Borlaug believes that elimination of hunger is one essential element in ensuring social justice.53. The poorly-managed distribution system prevented the food aid from feeding the hungry in Africa.54. Statistics indicate that India achieved a dramatic increase of grain production with a modestincrease of farming land.55. Critics blame Green Revolution for producing a huge profit for the American agro-chemicalcorporations.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 shoulddecide on the best choice and mark the corresponding letter on Answer Sheet 2 with a singleline 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 thecomfort 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 anobject makes you more committed to your purchase.When my most recent book Brandwashed was released, I teamed up with a local bookstore to conductan experiment about the differences between the online and offline shopping experience. I carefullyinstructed 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 them over to theshelf 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 thensubtly 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 up buying 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 inour 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 senseof 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. Adeeper and longer-lasting impression of a message was formed when delivered in a letter, as opposed toreceiving the same message online. Brain imaging showed that, on touching the paper, the emotionalcenter of the brain was activated, thus forming a stronger bond. The study also indicated that once touchbecomes part of the process, it could translate into a sense of possession. This sense of ownership is simplynot 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 an overall slight tendency toward less dryness. " Moreover, there is no way that Krugman 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, allthe 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 corn prices have skyrocketed since 2005. Nowadays 40 percent of corn grown in the United States is usedto produce ethanol（乙醇），which does absolutely nothing for the climate, but certainly distorts the price of corn—at the expense of many of the world's poorest people.Bill Mckibben similarly worries in The Guardian about the Midwest drought and corn 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 overthe 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, Al 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 corn prices according to the author?A) Demand for food has been rising in the developing countries.。
2013年6月六级考试真题答案解析(第二套)
2013 年 6 月大学英语六级考试真题(二)答案与详解Part ⅠWritingGood Habits Result from Resisting TemptationAs is known to all,good habits help us pave the way to success.However,lack of social experience and determined will,youngsters often fall into the traps of temptations such as computer games,smoking and so on.So it is high time that youngsters refused temptations and formed good habits.Good habits result from refusing temptation and contribute to the growth of youngsters in various ways.Firstly,if youngsters stop such time-and healthconsuming activities as playing computer games and spend the time reading several pages of books every day instead, a good habit of reading will be formed and their academic performance will be greatly improved.Secondly,refusing junk food by eating healthily and regularly,youngsters need not be concerned about their health and body shape.Thirdly,youngsters seem always to be tempted by those who pretend to be “cool”by smoking or drinking.Distancing themselves from these people and making friends with better ones,youngsters themselves will be really cool.Rome was not built in one day.Therefore,determined will and a wise mind should be gradually cultivated so that youngsters can resist various bad temptations and form good habits.Only in this way can they grow happily and achieve success.PartⅡListening Comprehension1. 听力原文：W: Wh a t ’s w r o n g wi t h yo u r ph o n e . G a r y ? I tr i e d t o ca l l yo u al l ni g h t ye s t e r d a y .M:I’m sorry.No one was able to get through yesterday.My telephone was disconnected by the phone company.Q: What does the woman ask the man about?【预测】选项均以why 开头，表明问题是关于某事的原因；其中的his phone... disconnected ，she , not get through to him 和refused to answer her call 表明，对话可能与女士没能打电话联系上男士有关。
大学英语六级卷一真题2013年6月_真题(含答案与解析)-交互
大学英语六级卷一真题2013年6月(总分710, 做题时间120分钟)Part I Writing (30 minutes)1.Directions: For this party you are allowed 30 minutes to write an**menting 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.SSS_TEXT_QUSTI分值: 142答案: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 1-7, mark：Y (for YES)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-**bination. 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 valuedskill, 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 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.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 craftsmanshipthat'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, asdepicted 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**puters, 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 foundthat 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 aneffort 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 investsin 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 steepslide 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.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 forthem," Mr. Axelrod says, "but some are trying to build up skill so they can do more for themselves in these hard times."SSS_SINGLE_SEL1.How did the author feel looking at the scene inside the Home Depot?A He felt proud that he was a do-it-youselfer himself.B He was inspired by the way the wares were displayed.C He felt troubled about the weakening of American craftsmanship.D He was happy to see the return of the do-it-yourself spirit in America.分值: 7.1答案:CSSS_SINGLE_SEL2.What does the author think of mastering tools and working with one's hands?A It shapes people's thinking and behavior.B It is no longer important in modern times.C It helps politicians connect with workmen.D It is essential to advanced manufacturing.分值: 7.1答案:ASSS_SINGLE_SEL3.How did the White House respond to Ford's announcement to bring some production back to America?A It worried publicly.B It felt much relieved.C It made no comment.D It welcomed the decision.分值: 7.1答案:DSSS_SINGLE_SEL4.How does the author view manufacturing?A It encourages craftsmanship.B It is vital to national defense.C It can change the self-image of workers.D It represents the nation's glorious past.分值: 7.1答案:ASSS_SINGLE_SEL5.What do we learn about America's manufacturing in the 1950s?A It generated just 12% of the gross national income.B It constituted 28% of the gross domestic product.C It was the biggest employer of American workers.D It was the most active sector of American economy.分值: 7.1答案:BSSS_SINGLE_SEL6.What does the author say is a factor contributing to the decline in traditional craftsmanship?A Automation makes it unnecessary to employ too many skilled workers.B People can earn more money in fields other than manufacturing.C Many people now tend to look down upon working with hands.D Young people no longer look upon skill as an important asset.分值: 7.1答案:BSSS_SINGLE_SEL7.In Ruth Milkman's opinion, many assembly line workers did home renovation and other skilled work in their off-hours in order to_______.A save moneyB relieve boredomC regain their dignityD improve their living conditions分值: 7.1答案:CSSS_TEXT_QUSTI8.Compared with that in America, the status of craft work in Germany is ______________.分值: 7.1答案:higherSSS_TEXT_QUSTI9.According to Ruth Milkman, American craftsmanship, instead of disappearing, is being taken up by _______________.分值: 7.1答案:immigrantsSSS_TEXT_QUSTI10.According to Mr. Axelrod of Home Depot, people are trying to ride out the recession by ________________.分值: 7.1答案:building up skillListening 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 conversation anSSS_SINGLE_SEL11.A Why his phone had been disconnected.B Why she could not get through to him.C Why he didn’t leave her a message.D Why he refused to answer her call.分值: 7.1答案:B[听力原文]W: What's wrong with your phone, Gary? I tried to call you all night yesterday.M: I'm sorry. No one was able to get through yesterday. My telephone was disconnected by the **pany.Q: What does the woman ask the man about?[解析] 女士问男士他的电话出什么问题了，她昨天打了一晚上男士的电话。
2013年6月六级考试真题答案解析(第三套)
2013年6月大学英语六级考试真题(三)答案与详解Part ⅠWriting1、审题:本篇为评论性的话题作文。
题目中要求评论的“Earth provides enough to satisfy every man’s need, but not every man’s greed”这句话出自圣雄甘地（Mahatma Gandhi)之口，是甘地生态世界观的体现。
地球一直是哺育生于斯的人类的最无私的母亲，为人类提供着各种生存和生活所需。
然而，随着科技进步、人口数量的激增，人类对地球的抢夺也越来越严重。
常言道：欲壑难填，而资源有限。
寻找合适的方式，维持人与地球及其资源之间的和谐关系，已是人类必须认真思考、快速行动的当务之急。
出题人似乎也是鉴于当前由于人类对自然界无穷无尽的索取，导致各种自然灾害频发、物种灭绝、资源枯竭等问题，借这个题目引发思考和更多关注。
考生可以从不同角度对这一主题进行阐释：可以先描述当前灾害频发、物种灭绝、资源枯竭等现状，引出主题，然后分析产生这些现象的人为因素（只追求GDP,不保护资源；人口激增，资源消耗，浪费更大；追求利益，盲目、过度开采等），最后发出呼吁；或者也可以先简述当前人与地球的关系（人们为了满足自己的贪欲，向地球无止境地索取，造成一系列问题），然后陈述人类积极协调自身利益与地球之间关系的意义，最后提出一两点建议结束全文。
2、写作思路：第一段：描述人类欲望膨胀带来的问题，如灾害频发、物种灭绝、资源枯竭，指出地球现状值得人们高度关注。
第二段：分析产生上述各种现象的原因，如只追求GDP而不保护资源；人口激增，资源的消耗和浪费更大；为求利益而盲目、过度开采等。
第三段：总结，指出人类应该控制自己的贪婪欲望，如此才能在地球上世代生存。
Time to Shake off Greed and Heal the EarthEarth, as has always been regarded as mother to human beings, has fallen ill with the symptoms of the frequent eruption of natural disasters, the extinction of wild animals and the exhaustion of natural resources. And the situation illustrated should arouse great attention of all human beings.As a matter of fact, blinded by greed, human beings have great responsibility for the present situation we confront with. To start with, human beings are so economy-oriented that they ignore the protection of the environment. Then, population in the planet has experienced great booming, which makes more and more resources needed and exhausted, and in turn threatens to end human life. Finally, human beings excessively exploit and abuse non-renewable energy and resources just for the expanding of their own benefits, which will only lead to the darkness of future for their offspring.Since the vista of the human’s greed towards the Mother Earth is so terrible that we should stop the unreasonable exploitation of the earth. Let’s shake off greed and heal the earth, and build a better home for ourselves and for our later generations.PartⅢReading ComprehensionSection A答案详解：36、C)。
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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。
Passage OneQuestions 26 to 28 are based on the passage you have just heard.26. A) They lay great emphasis on hard work.B) They name 150 star engineers each year.C) They require high academic degrees.D) They have people with a very high IQ.27.A) long years of job training.B) High emotional intelligence.C) Distinctive academic qualifications.D) Devotion to the advance of science.28. A) Good interpersonal relationships.B) Rich working experience.C) Sophisticated equipment.D) High motivation.Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29. A) A diary.B) A fairy tale.C) A history textbook.D) A biography.30. A) He was a sports fan.B) He loved architecture.C) He disliked school.D) He liked hair-raising stories.31. A) Encourage people to undertake adventures.B) Publicize his colorful and unique life stories.C) Raise people’s environmental awareness.D) Attract people to America’s national parks.Passage ThreeQuestions 32 to 35 are based on the passage you have just heard.32.A) The first infected victim.B) A coastal village in Africa.C) The doctor who first identified it.D) A river running through the Congo.33.A) They exhibit similar symptoms.B) They can be treated with the same drug.C) They have almost the same mortality rate.D) They have both disappeared for good.34.A) By inhaling air polluted with the virus.B) By contacting contaminated body fluids.C) By drinking water from the Congo River.D) By eating food grown in Sedan and Zaire.35. 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) Dose 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 the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks you can write the exact words you have just heard or write down the main points in your own words. Finally when the passage is read for the third time, you should check what you have written.注意：此部分试题请在答题卡2上作答。