2016年6月英语六级全真模拟试题及答案（三）
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Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a short essay based on the following picture entitled The Uncivilized Behaviors. You should write at least 150 words but no more than 200 words.
注意：此部分试题在答题卡 1 上作答。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
Your Brain on Function
Amid the squawks and pings of our digital devices, the old-fashioned virtues of reading novels can seem faded, even futile. But new support for the value of fiction is arriving from an unexpected quarter: neuroscience.
Brain scans are revealing what happens in our heads when we read a detailed description, an evocative metaphor (隐喻) or an emotional exchange between characters. Stories, this research is showing, stimulate the brain and even change how we act in life. Researchers have long known that the “classical” language regions, like Broca’s area and Wernicke’s area, are involved in how the brain interprets written words. What scientists have come to realize in the last few years is that narratives activate many other parts of our brains as well, suggesting why the experience of reading can feel so alive. Words like “lavender,” “cinnamon” and “soap,” for example, elicit a response not only from the language-processing areas of our brains, but also those devoted to dealing with smells.
In a 2006 study published in the journal NeuroImage, researchers in Spain asked participants to read words with strong odor associations, along with neutral words, while their brains were being scanned by a functional magnetic resonance imaging (FMRI) machine. When subjects looked at the Spanish words for “perfume” and “coffee,” their primary olfactory cortex (嗅皮质) lit up; when they saw the words that mean “chair” and “key,” this region remained dark. The way the brain handles metaphors has also received ex-tensive study; some scientists have contended that figures of speech like “a rough day” are so familiar that they are treated simply as words and no more. Last month, however, a team of researchers from Emory University reported in Brain & Language that when subjects in their laboratory read a metaphor involving texture, the sensory cortex, responsible for perceiving texture through touch, became active. Metaphors like“The singer had a velvet voice” and “He had leathery hands” roused the sensory cortex, while phrases matched for meaning, like “The singer had a pleasing voice” and “He had strong hands,” did not.
Researchers have discovered that words describing motion also stimulate regions of the brain distinct from language-processing areas. In a study led by the cognitive scientist V閞onique Boulenger, of the La-boratory of Language Dynamics in France, the brains of participants were scanned as they read sentences like “John grasped the object” and “Pablo kicked the ball.” The scans revealed activity in the motor cortex, which coordinates the body’s movements. What’s more, this activity was concentrated in one part of the motor cortex when the movement described was arm-related and in another part when the movement con-cerned the leg.
The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life; in each case, the same neurological regions are stimulated. Keith Oatley, an emeritus professor of cognitive psychology at the University of Toronto (and a published novelist), has proposed that reading produces a vivid simulation of reality, one that “runs on minds of readers just as computer simulations run on computers.” Fiction—with its redolent details, imaginative metaphors and attentive descriptions of people and their actions—offers an especially rich replica (复制品). Indeed, in one respect novels go beyond simulating reality to give readers an experience unavailable off the page: the opportunity to enter fully into other people’s thoughts and feelings.
The novel, of course, is an unequaled medium for the exploration of human social and emotional life. And there is evidence that just as the brain responds to depictions of smells and textures and movements as if they were the real thing, so it treats the interactions among fictional characters as something like real -life social encounters.
Raymond Mar, a psychologist at York University in Canada, performed an analysis of 86 FMRI stud-ies, published last year in the Annual Review of Psychology, and concluded that there was substantial over-lap in the brain networks used to understand stories and the networks used to navigate interactions with other individuals—in particular, interactions in which we’re trying to figure out the thoughts and feelings of others. Scientists call this capacity of the brain to construct a map of other people’s intentions “theory of mind.” Narratives offer a unique opportunity to engage this capacity, as we identify with characters’ long- ings and frustrations, guess at their hidden motives and track their encounters with friends and enemies, neighbors and lovers.It is an exercise that hones (磨砺) our real-life social skills, another body of research suggests. Dr.Oatley and Dr. Mar, in collaboration with several other scientists, reported in two studies, published in 2006 and 2009, that individuals who frequently read fiction seem to be better able to understand other people, empathize with them and see the world from their perspective. This relationship persisted even after the researchers accounted for the possibility that more empathetic individuals might prefer reading novels.A 2010 study by Dr. Mar found a similar result in preschool-age children: the more stories they had read to them, the keener their theory of mind—an effect that was also produced by watching movies but, curiously,not by watching television. (Dr. Mar has conjectured that because children often watch TV alone, but go to the movies with their parents, they may experience more “parent-children conversations about mental states” when it comes to films.)
Fiction, Dr. Oatley notes, “is a particularly useful simulation because negotiating the social world effectively is extremely tricky, requiring us to weigh up numerous interacting instances of cause and effect.Just as computer simulations can help us get to grips with complex problems such as flying a plane or forecasting the weather, so novels, stories and dramas can help us understand the complexities of social life.”
These findings will affirm the experience of readers who have felt illuminated and instructed by a novel, who have found they comparing a plucky young woman to Elizabeth Bennet or a tiresome pedant to Edward Casaubon. Reading great literature, it has long been proved, enlarges and improves us as human beings. Brain science shows this claim is truer than we imagined.
注意：此部分试题请在答题卡 1 上作答。
1. Why does author use the novel reading as example?
A) To illustrate it is an old fashion. C) To reveal other value of reading.
B) To set off the visual effect. D) To show its financial problems.
2. By mentioning Broca’s area and Wernicke’s area the author wants to say that _______.
A) our brains can lead us to write words B) new style novels can influence us
C) there is new understanding of the brain D) the brain is a complicated organ
3. The Spain researchers believe that our brains _______.
A) cannot lead our reading action
B) can remember words in memory
4. What is said about the words describing motion?
A) They could activate certain brain area.
B) They could help people improve their actions.
C) could be activated by narratives D) remain dark during reading
C) They are too abstract for brain to concentrate on.
D) They could coordinate hands and legs.
5. What do we learn about the brain work by Keith Oatley’s research?
A) There is no rule for its working. B) It follows a specific program.
C) Scientist believes we still don’t get it. D) It has many practical functions.
6. What is said to be an advantage of the brain function?
A) It could get real feeling when we read books. B) It could make a second life for us.
C) We can avoid the true social life via the brain. D) We could get high praise for its accurate work.
7. What does the “theory of mind” refer to?
A) The ability to construct and develop the brain network.
B) The ability to analyze and understand the intentions of others.
C) The ability to express and state the speaker’s feeling.
D) The ability to fasten the relationship between neighbors.
8. If we want to see the world from other people’s perspective well we should
9. Watching films and dramas, reading novels and stories can help us to
10. Brain science shows reading great literature, could help the readers to
Part III Listening Comprehension (35 minutes)
Section A
Directions: 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 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) Meet Jill Valentine. B) Attend a meeting.
C) Go to the hospital. D) Work in her office.
12. A) She’s already rested at home for a week. B) She has had an operation last week.
C) She is still being treated in the hospital. D) She went back to work last week.
13. A) The man asked the woman to be careful at night.
B) The woman saw a horror movie recently.
C) The man went to the show with another woman.
D) The woman enjoyed the theatre very much.
14. A) Whether to ask for a promotion.
C) Whether to take up the new job.
15. A) He had a bigger office before.
C) He can’t find his new office.
16. A) He has witnessed a car accident.
C) He fell down and broke his leg.
17. A) Enquiring a new product.
C) Shopping with his daughter.
18. A) A teacher.
C) A librarian.
B) Whether to make a decision.
D) Whether to employ the woman
B) He’s having a hard time finding a job.
D) He finds the new office too big for him.
B) He was hurt while buying necklace. D) His car was hit by another car.
B) Buying a gift for a kid.
D) Promoting American icon.
B) A psychologist.
D) A publisher.
Questions 19 to 21 are based on the conversation you have just heard.
19. A) Some kind of ants fed on blue butterflies.
B) He found a brand new kind of butterfly via ants.
C) He found ants were the worst enemy of butterflies.
D) There was mutual benefit between ants and butterflies.
20. A) Gather around the worms. B) Eat the worms as meals.
C) Keep distance with the worms. D) Take care of the worms.
21. A) They can help the ants by alarm voices. B) They could be stronger after they grow up.
C) They can be protected from their enemies. D) They could be part of the ant group.
Questions 22 to 25 are based on the conversation you have just heard.
22. A) In a famous place.
C) In a beautiful town.
23. A) It’s a very rich town.
C) It is a forgotten town.
24. A) It was full of ghosts in the night.
C) It is a dark city in 1962.
25. A) Its attractive name.
C) Its ancient gold mine.
Section B
B) In a travel agency.
D) In a restaurant.
B) It’s famous for his coals.
D) It’s an old and broken town.
B) It is his tourist slogan.
D) It is full of violence and crime.
B) Its historical stories.
D) Its tourist website.
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some question. 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 One
Questions 26 to 28 are based on the passage you have just heard.
26. A) It only exists in team-based workplace. B) It will not spread in the groups.
C) It is inevitable in the office. D) It won’t be a challenge for today’s employers.
27. A) Remaining neutral in the office. B) Agreeing with all the other’s opinions.
C) Keeping distance with Coke machine. D) Getting on well with colleagues.
28. A) The atmosphere at workplace will get worse.
B) The brain will concentrate only on complaints.
C) Productivity of workers will be badly affected.
D) All the workers will do similar activities.
29. A) Complaining is so common that many people do it.
B) He never complaints at workplace before.
C) He used to make jokes with his headaches.
D) Complaining may also become a driving force.
Passage Two
Questions 30 to 32 are based on the passage you have just heard.
30. A) Some students failed on the final exam.
B) Some students forgot to take the final exam.
C) Some students took final exam paper home.
D) Some students cheated in the final exam.
31. A) They have received an anonymous letter.
B) They ddin’t know it until someone reported it.
C) They found all the answers were exactly the same.
D) They found similarities among the exam papers.
32. A) The school will not make any punishment decision.
B) The uncovered cheating students will be forgiven.
C) The school will severely punish these students.
D) The school will issue new human right regulations.
Passage Three
Questions 33 to 35 are based on the passage you have just heard.
33. A) Girls may give negative influence to boys. B) Girls always influence boys effectively.
C) Boys are always as good as girls.
34. A) Boys should always study with fewer girls.
B) Single-sex classes are available for maths.
C) Mixed gender is preferred in science classes.
D) Girls have better performance than boys.
D) Boys don’t perform well in certain schools.
35. A) Boys are too shy to study with the opposite gender.
B) Teachers like girls more than boys in English class.
C) Boys prefer to disrupt the class more than girls.
D) Boys don’t have good performance as girls.
Section C
Directions: 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 blank 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 either use 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。
Men hit on hotties despite their own unattractiveness, study confirms.Researchers studied (36) _________ and dating information from 16,550 members during a 10 -day period in 2005. All members studied were heterosexual(异性恋的), with 75 percent males and 25 percent female.
Using this data, they (37) _________ that the physical attractiveness of a (38) _________ mate was more important to men than women. And men were less likely than women to think that their own (39) _________ of attractiveness — based both on a self (40) _________ and the ratings of others — should stand in the way of a date with someone “hot.”
The lead author of the study, Leonard Lee, an (41) _________ professor at Columbia’s Graduate School of Business, thinks these far-fetched movie and TV couples might explain why (42) _________ looking men tend to hold out such high hopes. But he wonders whether the unattractive guys (43)_________ learn that (44) . There’s another important finding in the study, he says: The 10s among us, both male and female, want only to date other 10s.
There are hints in the HOTorNOT.com data that suggest men do learn to accept their limitations:(45) . In fact, the men in the study requested a full 240 percent more dates than the women. Researchers didn’t look at how many of these online come-ons were successful, (46) — even the men—recognize that they may have to settle for dating someone who is closer to them on the “hotness” scale.
Part IV Reading Comprehension (Reading in Depth) (25 minutes)
Section A
Directions: 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 in the fewest possible words. Please write your answers on Answer Sheet 2.Questions 47 to 51 are based on the following passage.
For the last four years, scientists at the Northern Plains Agricultural Research Laboratory have been looking for new soil and crop management practices to reduce greenhouse gas emissions and increase carbon and nitrogen (氮) separation.“If we can reduce greenhouse gas emissions and increase carbon separation by using alternative management practices, we can reduce global warming, improve soil and environmental quality, and increase crop output,” says Research Soil Scientist Upendra M. Sainju, lead researcher on the project.Now 20 to 25 percent of greenhouse gases come from agriculture, but Upendra hopes his research will lead the way for farmers to change their farming practices. He uses two experimental research programs in Rasmussen and Nesson Valley in which he tests four management practices. All treatments are applied with or without nitrogen fertilizer to wheat. He uses three standards to decide which is the best practice: reduce greenhouse gas emission, improve soil quality through carbon and nitrogen separation (taking carbon di- oxide from the air by plants and putting it back into the soil as well as reduce N losses), and maintain crop output.
Upendra’s results showed that on a yearly average, carbon dioxide emissions were reduced by about 10 percent when using wheat-corn rotation compared with continuous wheat. This is because wheat produces more than corn and also increases carbon dioxide emission through increased root respiration (breathing from roots).
Now the Laboratory is working to get the information out to farmers. One of the problems researchers have found is the expense of using the new method. The initial cost for buying the related equipment can run thousands of dollars. “So unless the government helps to cover that kind of expenses for farmers to use the equipment, it is hard to persuade them to change the system,” he said. “Carbon dioxide is only one of the three greenhouse gases emitted from the plant fields. The other two are nitrous oxide and methane (甲烷)”, Upendra says. “The present four-year study deals with carbon dioxide emission. Further studies are going on to test the effects of alternative farming practices on the other two greenhouse gases”.
注意：此部分试题请在答题卡 2 上作答。
47. What could new crop management practices help in terms of environmental quality?
48. Upendra’s research is expected to reduce greenhouse gases to the level of less than
49. Carbon and nitrogen separation can do a part mostly in
50. Compared with wheat, corn may produce
51. would be one of the shortcomings of the new soil and crop management practices.
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 52 to 56 are based on the following passage.
In our looks-obsessed society, a multitude of people hold that being overweight inevitably turns into an appearance issue; however being overweight in effect can mean a medical concern because it can seriously threaten a person’s health.
The health problems that stem from being overweight go way beyond the ones the public usually hear about, like diabetes and heart disease; besides, being overweight can also be detrimental (有害的) to a person’s joints, breathing, sleep, mood, and energy levels, and may compromise a person’s entire quality of life.
When people consume more calories than they burn off, their bodies store the extra calories as fat. A couple of pounds of extra body fat are not a health risk for most people; but when people sustain a pattern of eating more calories than they burn, more fat accumulates in their bodies. Eventually, the body attains to a point where the amount of body fat can impose a negative effect on a person’s health. Doctors use the terms “overweight” or “obese” to describe when someone is at greatest risk of developing weight-related health problems.
As you have probably observed, more people are overweight currently than ever before, to which experts refer as an “obesity epidemic.” This trend affects young people as well as adults—one third of all kids between the ages of 2 and 19 are overweight or obese. Consequently, younger people are now subject to health problems that used to affect only adults, like high blood pressure, high cholesterol, and type 2 diabetes.
Obesity has a tendency to run in families since some people have a genetic tendency to gain weight more easily than others do because they burn calories more slowly, which might be a real advantage during times when food was scarce. But now that food is available 24/7 in most industrialized countries, an efficient metabolism (新陈代谢) that once ensured our survival now works to our disadvantage.
The environment plays a role as well. People today may be putting on weight because of unhealthy food choices (like fast food) and family habits (like eating in front of the television instead of around a table). High-calorie, low-nutrient snacks and beverages, bigger portions of food, and less-active lifestyles are all contributing to the obesity epidemic.
Occasionally people turn to food for emotional reasons, such as when they feel upset, anxious, sad,stressed out, or even bored. When this happens, they often eat more than they actually need.
In fact, obesity is bad news for both body and mind. Not only can it make someone feel tired and uncomfortable, carrying extra weight puts added stress on the body, especially the bones and joints of the legs.
Fortunately, it is never too late to make changes that can effectively curb on weight and the health problems it produces. Those changes do not have to be huge. For a start, make a plan to cut back on sugary beverages, pass up on seconds, and get more exercise, even if it’s just 5-10 minutes a day. Build your way up to big changes by making such a series of small ones.
注意：此部分试题请在答题卡 2 上作答。
52. What message does the author try to convey about being overweight?
A) It is in effect only an issue of physical appearance.
B) The obese need more energy and food to sustain their weight.
C) It will lead to more health problems than usually expected.
D) It is due to problems concerning one’s psychological state.
53. What do doctors want to describe by using the terms like “overweight”?
A) The current condition of one’s health. B) The process of accumulation of energy.
C) The improper functions of one’s heart. D) The grave concern for one’s appearance.
54. Why does the “obesity epidemic” sound alarming?
A) It exerts a powerful influence on the youth. B) It forces people to do physical exercise.
C) It indicates the amount of fat in the body. D) It causes people to be treated in hospital.
55. According to the text, what’s the key to avoid putting on weight?
A) Drinking much water in one’s daily life. B) Choosing more healthy foods for meals.
C) Adopting a simple and effective lifestyle. D) Finding ways to burn extra calories in body.
56. How does the author consider the obesity epidemic?
A) It causes physical as well as mental problems.
B) It needs time and patience to be conquered.
C) It threatens people in industrialized countries.
D) It may bring about a burden on the environment.
Passage Two
Questions 57 to 61 are based on the following passage.
The continent of Europe encounters its worst crisis since World War II—one which threatens to smash it: long-established financial institutions run into deep trouble; millions are unemployed, with little hope of landing a job; millions of jobs are at risk; more and more lives are simply shattering. Extreme social unrest is brewing (酝酿着): angry, frustrated people are taking to the streets in violent protests against their governments—some of which have already fallen and others are faltering. Entire nations face bankruptcy, and the existence of the European Union hangs in the balance.
Leaders are frantically searching around for solutions, but to no avail. Europe is confronted with financial Armageddon: will it survive? And how will the crisis ultimately affect the world?
Everything that emerges on planet Earth is subject to a great unseen law—that of CAUSE and EFFECT. For every cause, there is one or more effects. Most people can see these effects—good or bad—but cannot trace them back to their origin—the cause that produced them. Europe is suffering from a host of effects—mostly BAD! There are causes behind these effects.
The situation in Europe is nearly catastrophic, and the stakes have never been higher: many European nations simply cannot repay their debts, while at the same time their economies are slowing, and tax revenue is decreasing. What is worse, it is harder and harder to borrow more money. With giant debt loads hanging over these countries, Europe is running out of options. Analysts now warn of impending (即将发生的) bank failures. According to one executive at a major global bank, “If anyone thinks things are getting better then they simply don’t understand how severe the problems are”.
One of the causes may be the growing distrust between banks, which are withdrawing deposits from one another and placing them with the European Central Bank (ECB). In December 2011, deposits there were at an all-time high of 905 billion euros! Moreover, many banks are becoming dependent on funding from their own central banks. As of December 2011, there is also an enormous 115 billion euro capital shortfall in the eurozone’s banking system. Banks have run out of proper forms of collateral needed to finance short-term loans, and are instead digging into their gold reserves—a last ditch emergency option.
Europe’s financial system is so unstable that few experts any longer believe that the European Union has the funds to address the banks’ problems. Even if the bailout (紧急财政援助) funds were raised to a trillion euros, some warn this would only help Italy and Spain—just two of 27 EU members.
Europe’s banks are battling a crisis of immense proportions, a collapse of at least one major European bank is more than a possibility, and it is imminent. When this happens, Europe’s financial sector will plunge into chaos, because its economies are already teetering (摇晃) on the edge.
注意：此部分试题请在答题卡 2 上作答。
57. Why is there social unrest coming around in Europe?
A) Countrymen there are furious about territorial disputes.
B) Their family members are wanting of daily substance.
C) Their governments are hopelessly corrupted and fallen.
D) The whole continent is faced with a bad financial status.
58. What does the phrase “financial Armageddon” (Line 2, Paragraph 2) mean in the passage?
A) A serious and confusing situation. B) A deadlock and blind alley.
C) An ending without any hope. D) A crucial and promising agony.
59. What does the author mean by speaking of the law of cause and effect?
A) He tries to persuade people to accept the reality.
B) He attempts to suggest the collapse of Europe.
C) He tries to guide readers to consider root causes.
D) He attributes the results to people’s foolishness.
60. What happened to the European Central Bank?
A) It caused distrust between banks and their central banks.
B) It collected a great deal of money from every single bank.
C) It still had the capability to provide long term loans.
D) It was facing the risk of laying off a lot of employees.
61. What’s the author’s tone in writing this passage?
A) Threatening. B) Exaggerating.
C) Alarming. D) Exciting.
Part V Cloze (15 minutes)
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
For a long time, a walk to the nearest elementary school was all it took for Washington D.C. parents to enroll their children for classes. Now, for a growing number of families, 62 a seat in a classroom takes months of 63 and energy in a process that continues 64 after school starts each fall.Thousands of seats change 65 in the first weeks of class as students leave one school 66 another, a quiet migration triggered by the 67 competition for a good public education in the nation’s capital.For the first time this year, applications for most D.C.charter schools will be 68 on the same day—part of an effort to 69 the process for parents. Still, thousands of seats switch hands as students leave one D.C. school and go for another. This is the wait-list shuffle.Parents say it is a 70 of the city’s school-choice movement a nationally watched experiment that has given Washington families more 71 than ever but also has injected a new level of agony and 72 into the start of the academic year. The change has been 73 by the rapid expansion of public charter schools, which operate outside the 74 school system and under different enrollment rules. 75 parents try to get their children into the best schools, they can apply to an 76 number of them.Once admitted, students can 77 seats in more than one school.Those parents seeking to preserve their options often 78 the extras only when forced to on the first day of class. Principals then scramble (仓促行动) to fill their rolls from long wait lists, recruiting students who are enrolled 79 . The cascading effect lasts into October.The uncertainty is not just 80 on parents, who must rearrange daily schedules, commuting patterns and after-school care. It is also difficult for children, who 81 farewell to friends and adjust to new routines as they change schools, and for teachers, who must orient new students to classroom expectations.
62. A) creating B) formulating
C) landing D) visualizing
63. A) insisting B) inspiring
C) exercising D) maneuvering
64. A) long B) away
C) later D) much
65. A) views B) positions
C) directions D) hands
66. A) after B) over
C) to D) for
67. A) intense B) attractive
C) foreseeable D) bright
68. A) due B) right
C) only D) over
69. A) quicken B) simplify
C) embrace D) complicate
70. A) mark B) downside
C) consequence D) feature
71. A) benefits B) burdens
C) concerns D) options
72. A) ease B) hope
C) interest D) instability
73. A) opened B) avoided
C) spurred D) offended
74. A) sensible B) traditional
C) international D) available
75. A) As B) If
C) When D) Till
76. A) unlimited B) odd
C) increasing D) elementary
77. A) hold B) purchase
C) change D) desert
78.A) set up B) think up
C) pick up D) give up
79. A) faraway B) hastily
C) elsewhere D) permanently
80. A) easy B) expensive
C) hard D) heavy
81. A) take B) bid
C) offer D) speak
Part VI Translation (5 minutes)
Directions: Complete the sentences by translating into English the Chinese given in brackets. Please write your translation on Answer Sheet 2.
注意: 此部分试题请在答题卡 2 上作答，只需写出译文部分。
82. ___________________________ (直到所有的要求遭到拒绝后) did the workers in that factory decide to go on strike.
83. The rising price of food ___________________________ (最近几年受到公众相当大的关注) in many countries.
84. ___________________________ (要不是手头有一部智能手机), I wouldn’t have been able to contact my friends or handle my emails so efficiently.
85. As far as standards for choosing a boyfriend are concerned, Sophie and her elder sister___________________________ (几乎没有什么共同之处).
86. ___________________________ (面对来自日本对手公司的激烈竞争), the American car manufacturer is considering launching a promotion campaign.
作文范文
From this picture, showing a man spitting on the street, we cannot fail to notice that many uncivilized behaviors exist in our daily lives, such as talking loudly and littering in public places.
Uncivilized behaviors by a host of Chinese both at home and abroad have seriously affected China’s image and all these behaviors should be avoided by all of us, especially when we are abroad. As an ancient country, China keeps courtesies in many fields; hence, we should never make them shame.
Meanwhile, as Chinese, we should not get offended when others point out our weaknesses but should focus more attention on improving ourselves. When we go abroad, we will stand for the whole country, and our inappropriate behaviors will lose the image of our country. To some extent, our government should also promote the good actions to citizens and as college students of the new age, we should play an important role for it.
听力原文
Section A
11. M: This is Jill Valentine speaking. Could you tell me Ms. Alice’s schedule for tomorrow? I would like to meet her at her convenience.
W: Let me see. She’ll go to see her doctor at 9, and hold a meeting at 10 in the morning. Well,she will be in the office the whole afternoon.
Q: What does Ms. Alice plan to do at 10 o’clock tomorrow morning?
12. M: How is your sister, Mary? The last time I came to see you, you were about to take her to the hospital.
W: She came home last week. The operation was very successful. The doctor said she’d almost recovered and could go back to work next week.
Q: What does the woman say about her sister?
13. W: I still can’t get over the show last Friday evening. I keep having frightening dreams all night.
M: So, next time before you walk into a theatre, you have to make sure what you are going to see, ok?
Q: What do we learn from the conversation?
14. M: You know, I like the work that I am doing now, so I’ m not sure if the new position is really what I want.
W: It sounds as though you’ve already made up your mind about what you are going to do. Q: What is the man thinking about?
15. W: How do you find your new office?
M: Well, it’s quite nice really, although I have a hard time getting used to working in a big place.
Q: What can we learn about the man?
16. W: Did you hear Tom is in hospital with neck injuries and a broken leg?
M: Yes, I heard he was struck by another vehicle and turned completely over. Q: What happened to Tom?
17. M: Can you recommend something that a school girl of seven will really like?
W: I’d suggest this toy Barbie, sir. It’s the most typical American icon, very popular all over
the world.
Q: What is the man doing?
18. W: I’m looking for a textbook for my English course. It’s called “Educational Psychology Study for Beginner”. Do you have it?
M: Yes, we do. You’ll find it in Section 22 on the top shelf. Q: What’s the man’s occupation? Long Conversation 1
M: One of the most interesting experiments with the blue butterflies is that most species of them have evolved close, mutually-beneficial relationships with different species of ants.
W: How did they do that exactly?
M: The worms of these butterflies develop a special honey-like substance to attract ants. The ants swarm all over the worms, drinking the bug-honey. The ants “milk” from the worms by scratching special parts on the worms. In some Australian species, the attending ants even build blocks or earthen fences to contain the worms. By day the worms are protected from predators by the fences and the ants. At night the ants herd the worms up a nearby tree to feed on leaves.
W: Sounds interesting. And is it safe to the worms?
M: Actually, the ants are like a private army of bodyguards. Colonies of ants are quite fierce—swarming, biting or even consuming potential predators. In fact, the worms’ sweet substance is not only nutritious, but also contains chemicals that subdue the ants. Otherwise the ants might kill the worms themselves! Some worms also make drumming sounds to keep their attendant ants alert.
W: That is really kind of fierce conflict.
M: Unprotected worms would make a tasty treat for insect-eaters like birds, frogs or larger insects. But ants taste bitter or even toxic when eaten. To most predators, a worm covered in ants is about as appetizing as a candy bar covered in pins. So, the ants benefit from the energy-rich substance produced by the worms, and the worms benefit from the ants’ protection.
Questions 19-21 are based on the conversation you have just heard.
19. What did the man find?
20. What were the ants supposed to do when they saw the worms of blue butterflies?
21. What benefits could the worms of blue butterflies get from the ants?
Long Conversation 2
W: Good morning, sir.
M: Good morning. My wife and I would like to do some sightseeing next week. Would you please introduce some places of historical interest in California?
W: My pleasure, sir. Above all, I would recommend the Bodie city. It is amazing. M: I’ve heard of it for a long time.
W: Yes. Bodie is an original mining town from the late 1800’s. What’s left today stands in a state of “arrested decay” and is maintained by the California State Parks System, who took over the town in 1962 to make it a State Historic Park.
M: En, Newspapers report that town’s people would ask in the mornings “Have a man for breakfast?” Meaning ‘Did anyone get killed last night?’
W: Bodie is one ghost town that may hold promise for the future. Not in the same manner and fashion as was the case during the 1865s, however. Back then Bodie had the reputation of being one of the most furious, vehement, violent and lawless towns in all the Mother Lode. Law and order took a back seat to doing whatever was the inspiration of the moment including putting a bullet into someone as the only way to settle an argument. Bodie once had a population of 10,000 people and some $75million in gold was taken from Bodie Butte. The promise for the future remains to be seen for there is as much gold under Bodie Butte was taken out. But time has taken its toll on the tunnels and shafts which are caving in and are filling with water. There is much of interest to the tourist in this ghost town but the gold will probably stay where it is for the cost of mining it exceeds its present day value. Bodie has its own website; you can search it for more details.
M: Great! Mary, let’s start off right now.
Question 22-25 are based on the conversation you have just heard.
22. Where does this conversation most probably take place?
23. What do we learn about the Bodie city?
24. Why did the town get the name “ghost town”?
25. What attracts people most in the town now?
Section B
Passage One
It’s one of the toughest challenges of office politics, one that invades both employees and executives: How to deal with workplace complainers.
While it’s often best to walk away, that can be difficult in today’s team-based workplace, where many people work closely in groups.
Trying to stay neutral by just listening and nodding can get yourself into trouble, says Dana Brownlee, founder of Professionalism Matters, a corporate-training firm in Atlanta. “Before you know it, there’s another version of the story circulating, saying you were the one saying something negative about the VP. And they’re talking about you over by the Coke machine.”It can be tough to object without seeming self-righteous. “If you approach someone about their complaining, they may take it in a completely wrong way, and then you’ve alienated them,” says Jon Gordon, an author, consultant and founder of a Ponte Vedra Beach, Fla., training firm. It’s better to try to bond with co-workers, while setting an example by not griping yourself, he says.
Research shows productivity can be damaged by working hard alongside a chronic complainer. Exposure to nonstop negativity can disrupt learning, memory, attention and judgment, says Robert
Sapolsky, a prominent author and professor of neurology and neurological sciences at Stanford University. The brain, he says, can only handle so many stimuli at once before it begins losing ability to concentrate or remember—especially if that steady stream of negativity sparks distressing emotions. Complaining has become so common that many people don’t even realize they’re doing it. Benjamin Ballard, an account manager for PaceButler, an Oklahoma City company that recycles cellphones, says he used to moan at work about his headaches. But “I’d make jokes about it and thought that somehow made it positive,” says Mr. Ballard.
Questions 26 to 29 are based on the passage you have just heard.
26. What can we learn about workplace complaining?
27. According to the speaker, how to deal with workplace complainers?
28. What does Robert Sapolsky find about working with complainers?
29. What does Benjamin Ballard say about complaining?
Passage two
Harvard University is investigating whether about 125 undergraduates “inappropriately collaborated” or copied answers on a spring semester take-home final exam, the school announced today.
It’s being called the largest cheating scandal in recent memory to hit the elite university and the Ivy League.
The students—about half the class—violated a no-collaboration policy printed on the exam, which consisted of short questions and an essay, said Jay Harris, dean of undergraduate education, the Boston Globe reports. The students allegedly collaborated through e-mail or “other means,” and some may have copied their answers.
The cheating was uncovered after faculty noticed similarities among a number of exams and referred them for administrative review. All will face hearings, and those found to have plagiarized may have to withdraw for a year.
The administrative board’s actions are confidential, Harris said, and the identities of the students or the course will not be revealed.“These allegations, if proven, represent totally unacceptable behavior that betrays the trust upon which intellectual inquiry at Harvard depends,” Harvard University President Drew Faust said in theannouncement. “We must deal with this fairly and through a deliberative process. At the same time, the scope of the allegations suggests that there is work to be done to ensure that every student at Harvard understands and embraces the values that are fundamental to its community of scholars.”
Questions 30 to 32 are based on the passage you have just heard.
30. What happened at Harvard University recently?
31. How did the school detect the cheating behaviors?
32. How will the school deal with these students?
Passage Three
Boys do worse in English when there are girls in their class, researchers will say today, contradicting the widely held belief that girls are always a good influence on boys in school.
Boys do best with “as few girls as possible” in English lessons at primary and secondary school, Steven Proud, a research student at Bristol University, will tell the Royal Economic Society’s conference. But when it comes to maths and science, both boys and girls at primary school achieve up to a tenth of a grade more when there is a high proportion of girls in the class, Proud found. Boys consistently perform up to a tenth of a grade worse when they study English with high numbers of girls as opposed to few or no girls, Proud found. Proud will argue that his result shows boys should be taught English in single-sex classes. He said: “The results imply that boys would benefit at all ages from being taught English with as small a proportion of girls as possible. In maths and science, the results tend to imply that both boys and girls benefit from having more girls in the classroom. A mix of the genders in both science and maths is optimal.”
Proud said boys may do worse in English when there is a high proportion of girls in their class because they realise that the girls are better than them. It could also be that teachers use teaching styles more appropriate to girls when there are more girls than boys in the class. Both genders perform better in maths and science at primary school when there are more girls in the class because boys tend to disrupt the class more, he said.
Questions 33 to 35 are based on the passage you have just heard.
33. What does Steven Proud find recently?
34. What do we learn from Steven’s finding?
35. Why do boys do worse when studying English with girls?
Section C
Men hit on hotties despite their own unattractiveness, study confirms.Researchers studied ratings and dating information from 16,550 members during a 10-day period in 2005. All members studied were heterosexual, with 75 percent males and 25 percent female. Using this data, they determined that the physical attractiveness of a potential mate was more important to men than women. And men were less likely than women to think that their own lack of attractiveness—based both on a self assessment and the ratings of others — should stand in the way of a date with someone “hot.”
The lead author of the study, Leonard Lee, an assistant professor at Columbia’s Graduate School of Business, thinks these far-fetched movie and TV couples might explain why unfortunate looking men tend to hold out such high hopes. But he wonders whether the unattractive guys eventually learn that their chances are slim regardless of what they see on screen. There’s another important finding in the study, he says: The 10s among us, both male and female, want only to date other 10s.
There are hints in the HOTorNOT.com data that suggest men do learn to accept their limitations: They apparently hedge their bets by asking for more dates. In fact, the men in the study requested a full 240 percent more dates than the women. Researchers didn’t look at how many of these online come-ons were successful, but the number of dates most men asked for might be a sign that the less attractive among us. even the men—recognize that they may have to settle for dating someone who is closer to them on the “hotness” scale.
答 案
1. A 2. C 3. C 4. A 5. B 6. A 7. B
8. frequently read fiction
9. understand the social life
10. enlarge and improve themselves
11.B 12. A 13. B
14.C 15. D 16. D
17.B 18. C 19. D 20.A
21. C 22. B 23. D
24. D 25. C 26. C
27. D 28. C 29.C 30. D
31. D 32. C 33. A
34. C 35. D
36. ratings 37. determined 38. potential 39. Lack 40. assessment
41. assistant 42. unfortunate 43. eventually
44. their chances are slim regardless of what they see on screen.
45. They apparently hedge their bets by asking for more dates.
46. but the number of dates most men asked for might be a sign that the less attractive among us.
47. Reducing global warming/greenhouse gas emissions
48. 20 to 25 percent
49. improving soil quality
50. less carbon dioxide
51. The high initial cost
52. C 53. A 54. A
55. D 56. B 57. D
58. A 59. C 60. B 61. C
62. C 63. D 64. A
65. D 66. D 67. A
68. A 69. B 70. B 71. D
72. D 73. C 74. B
75. A 76. A 77. A
78. D 79. C 80. C 81. B
82. Not until all the demands had been turned down
83. has attracted much public attention in recent years
84. But for my smart phone at hand
85. nearly have nothing in common/hardly have anything in common
86. Facing the fierce competition from its Japanese counterparts
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