2013年6月英语六级真题及答案

2021-10-12 12:38:26 · 作者：编辑部

2013年6月英语六级真题及答案，供各位参考。

Part II ReadingComprehension

快速阅读原文+答案+点评

Part II ReadingComprehension (Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15minutes to go over the passage quickly and answer the questions on Answer sheet 1. For questions 1-7, choosethe best answer from the four choices marked A), B), C) and D). For questions8-10, complete the sentences with the information given in the passage.

Welcome,Freshmen. Havean iPod.

Taking a step that many professors may view as a bitcounterproductive, some colleges and universities are doling out Apple iPhonesand Internet-capable iPods to their students.

The always-on Internet devices raise some novelpossibilities, like tracking where students gather together. With far lesscontroversy, colleges could send messages about canceled classes, delayedbuses, campus crises or just the cafeteria menu.

While schools emphasize its usefulness —online research in classand instant polling of students, for example — a big part of theattraction 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 justhelp a college or university foster a cutting-edge reputation.

Apple stands to win as well, hooking more young consumerswith decades of technology purchases ahead of them. The lone losers, somefear, could be professors.

Students already have laptops and cell phones, of course, butthe newest devices can take class distractions to a new level. They practicallybeg a user to ignore the long-suffering professor struggling to pass onaccumulated wisdom from the front of the room — a prospect thatteachers find most irritating and students view as, well, inevitable.

“When it gets a littleboring, I might pull it out,” acknowledged Naomi Pugh, a first-year studentat Freed-Hardeman University in Henderson, Term., referring to her new iPodTouch, which can connect to the Internet over a campus wireless network. Shespeculated that professors might try even harder to make classes interesting ifthey were to compete with the devices.

Experts see a movement toward the use of mobile technology ineducation, though they say it is in its infancy as professors try to come upwith useful applications. Providing powerful handheld devices is sure tofuel debates over the role of technology in higher education.

“We think this is the waythe future is going to work,” said Kyle Dickson, co-director of research and the mobilelearning initiative at Abilene Christian University in Texas, which has boughtmore than 600 iPhones and 300 iPods for students entering this fall.

Although plenty of students take their laptops to class, theydon’t take them everywhereand would prefer something lighter. Abilene Christian settled on the devicesafter surveying students and finding that they did not like hauling aroundtheir laptops, but that most of them always carried a cell phone, Dr. Dicksonsaid.

It is not clear how many colleges and universities plan togive out iPhones and iPods this fall; officials at Apple were unwilling to talkabout the subject and said that they would not leak any institution’s plans.

“We can’t announce other people’s news,”said Greg Joswiak, vicepresident of iPod and iPhone marketing at Apple. He also said that he could notdiscuss discounts to universities for bulk purchases.

At least four institutions — the University ofMaryland, Oklahoma Christian University, Abilene Christian and Freed-Hardeman — have announced thatthey will give the devices to some or all of their students this fall.

Other universities are exploring their options. StanfordUniversity has hired a student-run company to design applications like a campus mapand directory for the iPhone. It is considering whether to issue iPhones butnot sure it, snecessary, noting that more than 700 iPhones were registered onthe university’s network last year.

At the Massachusetts Institute of Technology, iPhones mightalready have been everywhere, if AT&T, the wireless carrier offering theiPhone in the United States, had a more reliable network, said Andrew Yu,mobile devices platform project manager at M.I.T.

“We would have probablygone ahead with this, maybe just getting a thousand iPhones and giving themout,” Mr. Yusaid.

The University of Maryland at College Park is proceedingcautiously, giving the iPhone or iPod Touch to 150 students, said JeffreyHuskamp, vice president and chief information officer at the university. “We don’t think that we have allthe 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 iPhonemust pay for mobile phone service. Those service contracts include unlimiteddata use. Both the iPhones and the iPod Touch devices can connect to theInternet through campus wireless networks. With the iPhone, those networks mayprovide faster connections and longer battery life than AT&T’s data network. Manycell phones allow users to surf the Web, but only some newer ones are capableof wireless connection to the local area computer network.

University officials say that they have no plans to tracktheir students (and Apple said it would not be possible unless students givetheir permission). They say that they are drawn to the prospect of learningapplications outside the classroom, though such lesson plans have yet tosurface.

“My colleagues and I arestudying something called augmented reality (a field of computer researchdealing 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 formiddle-school students who use hand-held devices that can determine theirlocation. As they walk around a playground or other area, text, video or audiopops up at various points to help them try to figure out why aliens were in theschoolyard.

“You can imagine similarkinds of interactive activities along historical lines,” like following theFreedom Trail in Boston, Professor Dede said. “It’s important that we doresearch, 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 aremulti-tasking. “I’m not someone who’s anti-technology, but I,m always worried thattechnology becomes an end in and of itself, and it replaces teaching or itreplaces analysis,,’ said Ellen Millender, associate professor of classics atReed College in Portland, Ore. (She added that she hoped to buy an iPhone forherself once prices fall.)

Robert Summers, who has taught at Cornell Law School forabout 40 years, announced this week — in a detailed, footnoted memorandum —that he would ban laptopcomputers from his class on contract law.

“I would ban that too ifI knew the students were using it in class,” Professor Summers saidof the iPhone, after the device and its capabilities were explained to him. “What we want to encourage in these students isan active intellectual experience, in which they develop the wide range ofcomplex reasoning abilities required of good lawyers.”

The experience at Duke University may ease some concerns. Afew years ago, Duke began giving iPods to students with the idea that theymight use them to record lectures (these older models could not access theInternet).

“We had assumed that thebiggest focus of these devices would be consuming the content,” said Tracy Futhey, vicepresident for information technology and chief information officer at Duke.

But that is not all that the students did. They began usingthe iPods to create their own “content,” making audio recordingsof themselves and presenting them. The students turned what could have been apassive interaction into an active one, Ms. Futhey said.

注意：此部分试题请在答题卡1上作答。

1. Many professors think that giving out Apple iPhones orInternet-capable iPods to students

A) updates teaching facilities in universities

B) has started a revolution in higher education

C) can facilitate teacher-student interaction

D) may not benefit education as intended

2. In the author’s view, being equipped with IT products mayhelp colleges and universities

A) build an innovative image

B) raise their teaching efficiency

C) track students’ activities

D) excite studentinterest in hi-tech

3. The distribution of iPhones among students has raisedconcerns that they will_________ .

A) induce students to buy more similarproducts

B) increase tension between professors andstudents

C) further distract students from classparticipation

D) prevent students from accumulatingknowledge

4. Naomi Pugh at Freed-Hardeman University speculated thatprofessors would_________ .

A) find new applications for iPod Touchdevices

B) have to work harder to enliven their classes

C) have difficulty learning to handle thedevices

D) find iPhones and iPods in class veryhelpful

5. Experts like Dr. Kyle Dickson at Abilene ChristianUniversity think that________ .

A) mobile technology will be more widely usedin education

B) the role of technology in education cannotbe overestimated

C) mobile technology can upgrade professors’ teaching tool-kit

D) iPhones and iPods will replace laptopssooner or later

6. What do we learn about the University of Maryland atCollege Park concerning the use of iPhones and iPods?

A) It has soughtprofessors’ opinions.

B) It has benefited fromtheir use.

C) It is trying tofollow the trend.

D) It is proceeding withcaution.

7. University officials claim that they dole out iPhones andiPods so as to_________ .

A) encourage professors to design newer lessonplans

B) help improve professor-student relationships

C) facilitate students’ learning outside ofclass

D) stimulate students’ interest in updatingtechnology

8. Ellen Millender atReed College in Portland is concerned that technology will take the place of

9.Professor Robert Summers at Cornell Law School bannedlaptop computers from his class because he thinks qualified lawyers need topossess a broad array of_____.

10.The experience at Duke University may easesome concerns because the students have used iPods for active_____.

【点评】：

这是一篇讨论ipod等电子产品是否应该融入课堂的议论文。文章开头提出人们对ipod等电子产品融入课堂的两种相反的观点，反对者认为ipod等电子产品会分散学生在课堂上的注意力,有损他们接受课堂教学的积极性。而支持者则认为，ipod进入课堂会促进学生的课外学习,是发展的潮流。文章最后提到，ipod在有些学校正在进行谨慎的实验,并且实验效果良好,表达了作者对ipod融入教学的乐观。文章整体脉络清晰，论点明确，论据详实。考生只要依照文章顺序，按图索骥，答对本篇阅读中的题目还是相对容易的。

【参考答案】：

1. D. may not benefiteducation as intended

2. A. build an innovative image

3. C. further distract students from classparticipation

4. B. have to work harder to enliven theirclasses

5. A. mobile technology will be more widelyused in education

6. D. It is proceeding with caution.

7. C. facilitate students’ learning outside ofclass

8. teaching or analysis

9. complex reasoning abilities required ofgood lawyers

10. interaction

Section A 短对话

Directions: In this section, you will hear 8short conversations and 2 long 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 apause. During the pause, you must read the four choices marked A), B), C) andD), and decide which is the best answer. Then mark the corresponding letter onAnswer Sheet 2 with a single line through the centre.

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 wasdisconnected 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 lookingfor 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 anyidea?
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 togo back to work, I've decided to take a year off to raise the baby.
Q: What does the man mean?

15
M: We'll never find a parking space here. What about dropping you at thesouthgate 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?

16
W: 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?

17
M: Did you catch Professor Smith on TV last night?
W: I almost missed it, but my mother just happened to be watching at home andgave me a call.
Q: What does the woman imply?

18
M: 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 anew prescription.
Q: What can we infer from the conversation?

Conversation One

W: Well, it’s the South TheaterCompany. They want to know if we’d be interested in sponsoring a tour they wantto 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 mightsettle 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 moneyas 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 outof it?
W: Oh, good publicity I suppose. So what I suggest is not that we just givethem a sum of money, but that we offer to pay for something specific liketravel or something, and that in return, we ask for our name to be printedprominently 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 ourselveson condition that on the front cover there's something like This program ispresented with the compliments of Norland Electronics, and free advertising ofcourse.
M: Good idea. Well, let’s get back to them and ask what the programthey want will cost. Then we can see if we are interested or not.

Questions 19-21 are based on the conversationyou have just heard.

19. What do we learn about the South TheaterCompany?
20. What benefit does the woman say their firm can get by sponsoring theTheater Company?
21. What does the woman suggest they do instead of paying the South TheaterCompany’s travel expenses?

Conversation Two

W: Rock stars now face a new hazard --- voiceabuse. After last week's announcement that Phil Collins might give up touringbecause live concerts are ruining his voice, doctors are counseling stars aboutthe dos and don'ts of voice care. Here in the studio today, we have Mr. PaulPhillips, an expert from the High Field Hospital. Paul, what advice would yougive to singers facing voice problems?
M: If pop singers have got voice problems, they really need to be moreselective about where they work. They shouldn't work in smoky atmospheres. Theyalso need to think about resting their voices after a show. Something else theyneed to be careful about is medicines. Aspirin, for example, singers shouldavoid 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 theirvoices when they have voice problems?
M: Yes, this does happen on occasion. They are easily-available on thecontinent and they are useful if a singer has problems with his vocal cords andhas to sing that night. But if they are taken regularly, they cause a thinningof the voice muscle. Most pop singers suffer from three things: lack oftraining, overuse and abuse of the voice, especially when they are young. Theyhave 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 conversationyou have just heard.

22. What does last week's announcement sayabout 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 1

Would you trust a robot to park your car? Thequestion will confront New Yorkers in February as the city's first roboticparking opens in Chinatown.

The technology has been successfully appliedoverseas, but the only other public robotic garage in the United States hasbeen troublesome, dropping vehicles and trapping cars because of technicalproblems.
Nonetheless, the developers of the Chinatown garage are confident with thetechnology and are counting on it to squeeze 67 cars in an apartment-buildingbasement that would otherwise fit only 24, accomplished by removing a maneuverspace normally required.

A human-shaped robot won't be stepping intoyour car to drive it. Rather, the garage itself does the parking. The driverstops the car on a flat platform and gets out. The platform is lowered into thegarage, and it is then transported to a vacant parking space by acomputer-controlled device similar to an elevator that also runs sideways.

There is no human supervision, but anattendant 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 toAri Milstein, the director of planning for Automation Parking Systems, which isthe U.S. subsidiary of a German company. This company has built automatedgarages in several countries overseas and in the United States for residents ofa Washington, D.C. apartment building.

Questions 26 to 29 are based on the passageyou have just heard.

26. What do we learn about the robot parkingin 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 2

A recent study shows that meat consumption isone of the main ways that human can damage the environment, second only to theuse of motor vehicles. So how can eating meat have a negative effect on theenvironment? For a start, all animals, such as cows, pigs and sheep, always gaslimed methane, which is the second most common green house gas after carbondioxide. Many environmental experts now believe that methane is moreresponsible for global warming than carbon dioxide. It is estimated that 25% ofall methane that released into the atmosphere coming from farm animals. Anotherway in which meat production affects the environment is through the use ofwater 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 offarmland use to for raising cows can produce 250 pounds of beef. One acre offarmland use to for crop production can produce 1,500 pounds of tomatoes. Manypeople now say the benefits of switching to vegetarian diet which excludes meatand fish. Not just for health reasons, but also because it plays a vital rolein protecting the environment. However, some nutritionists advise againstswitching to a totally strict vegetarian diet. They believe such a diet whichincludes no products from animal sources can be deficient in many of thenecessary vitamins and minerals our bodies need. Today many people have come torealize that help the environment and for the human race to survive, more of uswill need to become vegetarian.

Questions 30 to 32 are based on the passageyou'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 3

Alcoholism is a serious disease. Nearly ninemillion Americans alone suffer from the illness. Many scientists disagree aboutwhat the differences are between the alcohol addict and social drinker. Thedifference occurs when someone needs to drink. And this need gets in the way ofhis health or behavior. Alcohol causes a loss of judgment and alertness. Aftera long period, alcoholism can deteriorate the liver, the brain and other partsof the body. The illness is dangerous, because it is involved in half of allautomobile accidents. Another problem is that the victim often denies being analcohol addict and won’t get help. Solutions do exist. Many hospitals and centershelp patients cope. Without the assistance, the victim can destroy his life. Hewould detach himself from the routines of life. He may lose his employment,home or loved ones.

All the causes of the sickness are notdiscovered yet. There is no standard for a person with alcoholism. Victimsrange in age, race, sex and background. Some groups of people are morevulnerable to the illness. People from broken homes and North American Indiansare two examples. People from broken homes often lack stable lives. Indianslikewise had the traditional life taken from them by white settlers who oftenencourage them to consume alcohol to prevent them from fighting back. Theproblem 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 youhave just heard.

Q33. What is the problem of the victims aboutalcoholism 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 ofyourself, the sort of person you believe you are. Included in your self-imageare the categories in which you place yourself, the roles you play and othersimilar descriptors you use to identify yourself. If you tell an acquaintanceyou are a grandfather who recently lost his wife and who does volunteer work onweekends, several elements of your self-image are bought to light — the roles ofgrandparent, widower and conscientious citizen.

But self-image is more than how you pictureyourself; it also involves how others see you. Three types of feedback fromothers are indicative of how they see us: conformation, rejection, anddisconfirmation. Conformation occurs when others treat you in a mannerconsistent with who you believe you are.You believe you have leadershipabilities and your boss put you in charge of a new work team. On the otherhand, rejection occurs when others treat you in a manner that is inconsistentwith yourself definition. Pierre Salinger was appointed senator from Californiabut subsequently lost his first election. He thought he was a good publicofficial, but the voters obviously thought otherwise— Their vote wasinconsistent with his self-concept. The third type of feedback isdisconfirmation, which occurs when others fail to respond to your notion ofself by responding neutrally. A student writes what he thinks is an excellentcomposition, but the teacher writes no encouraging remarks. Rather than relyingon how others classify you, consider how you identify yourself. The way inwhich you identify yourself is the best refection of yourself-image.

Part IV ReadingComprehension

Section A原文+答案+点评

Section A

Directions: In this section, thereis a short passage with 5 questions or incomplete statements. Read the passagecarefully. Then answer the questions or complete the statements in the fewestpossible words. Please write your answers on Answer Sheet 2.

Questions 47 to 51 arebased on the following passage.

Oil is the substance that lubricates theworld's economy. Because so many of our modern technologies and services dependon oil, nations, corporations, and institutions that control the trade in oilexercise extraordinary power. The “energy crisis” of 1973-1974 in theUnited States demonstrated how the price of oil can affect U.S. governmentpolicies and the energy-using habits of the nation.

By 1973, domestic U.S. sources of oil. werepeaking, and the nation was importing more of its oil, depending on a constantflow from abroad to keep cars on the road and machines running. In addition, atthat time a greater percentage of homes and electrical plants were run onpetroleum than today. Then, in 1973，the predominantly Arab nations of theOrganization of Petroleum Exporting Countries (OPEC) resolved to stop sellingoil to the United States. The move was prompted by OPEC’s desire to raise pricesby restricting supply and by its opposition to U.S. support of Israel in theArab-Israeli Yom Kippur War. The embargo (禁运) created panic in the West and caused oilprices to shoot up. Short-term oil shortages drove American consumers to waitin long lines at gas pumps.

In response to the embargo, the U.S.government enforced a series of policies designed to reduce reliance on foreignoil. These included developing additional domestic sources (such as those onAlaska’s North Slope), resumingextraction at sites that had been shut down because of cost inefficiency,capping the price that domestic producers could charge for oil, and beginningto import oil from a greater diversity of nations. The government alsoestablished a stockpile (贮存) of oil as a short-term buffer (缓冲) against futureshortages. Stored underground in large salt caves in Louisiana, this stockpileis called the Strategic Petroleum Reserve, and currently contains over 600million 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。

47. Welearn from the passage that in today’s world, whoever monopolizes the oil marketwill be able to _______.

48. Oil prices may exert influence not only on American government policiesbut on how energy

49. Besides the sharp increase in oil prices, OPEC's 1973 oil embargo caused_______.

50. Over the years before the OPEC’s embargo America had depended heavily on_______.

51. Asa measure to counter future shortages, the American government decided to_______ in caves underground.

答案：

47. exercise extraordinary power

48. is used in the nation

49. panic in the West

50. foreign oil

51. establish a stockpile of oil

【点评】：本文介绍的是上世纪70年代的美国石油危机。难度不大，只要根据各个题目的题干句子的意思在文中找到相对应的句子就基本能够用原文中的词来进行填空。

Section B-1原文+答案+点评

Section B

Directions: There are 2 passages in thissection. 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 Sheet 2 with asingle line through the center.

Passage One

Questions 52 to 56 arebased on the following passage.

''Depression'' is more than a serious economicdownturn. What distinguishes a depression from a harsh recession is paralyzingfear--fear of the unknown so great that it causes consumers, businesses, andinvestors to retreat and panic. They save up cash and desperately cut spending.They sell stocks and other assets. A shattering loss of confidence inspiresbehavior that overwhelms the normal self-correcting mechanisms that usuallyprevent a recession from becoming deep and prolonged: a depression.

Comparing 1929 with 2007-09, Christina Romer,the head of President Obama's Council of Economic Advisers, finds the initialblow to confidence far greater now than then. True, stock prices fell a thirdfrom September to December 1929, but fewer Americans then owned stocks.Moreover, home prices barely dropped. From December 1928 to December 1929，total household wealthdeclined only 3%. By contrast, the loss in household wealth between December2007 and December 2008 was 17%. Both stocks and homes, more widely held,dropped more. Thus traumatized (受到创伤)，the economy might have gone into a free fall ending indepression. Indeed, it did go into free fall. Shoppers refrained from buyingcars, appliances, and other big-ticket items. Spending on such"durables" dropped at a 12% annual rate in 2008’s third quarter, a 20%rate in the fourth. And businesses shelved investment projects.

That these huge declines didn’t lead to depression mainlyreflects, as Romer argues, counter-measures taken by the government. Privatemarkets for goods, services, labor, and securities do mostly self-correct, butpanic feeds on itself and disarms these stabilizing tendencies. In thissituation, only government can protect the economy as a whole, because mostindividuals and companies are involved in the self-defeating behavior ofself-protection.

Government’s failure to performthis role in the early 1930s transformed recession into depression. Scholarswill debate which interventions this time--the Federal Reserve’s support of a failingcredit system, guarantees of bank debt, Obama’s “stimulus” plan and bank"stress test" --counted most in preventing a recurrence. Regardless,all these complex measures had the same psychological purpose: to reassurepeople that the free fall would stop and, thereby, curb the fear that wouldperpetuate (使持久）afree fall.

All this improved confidence. But the consumersentiment index remains weak, and all the rebound has occurred in Americans'evaluation of future economic conditions, not the present. Unemployment (9.8%)is abysmal (糟透的)，the recovery's strengthunclear. Here, too, there is an echo from the 1930s. Despite bottoming out in1933，the Depression didn'tend until World War II. Some government policies aided recovery; some hinderedit. The good news today is that the bad news is not worse.

注意：此部分试题请在答题卡2上作答

52. Why do consumers, businesses and investors retreat and panic in times ofdepression?

A) They suffer great losses in stocks, property and other assets.

B) They find the self-correcting mechanisms dysfunctioning.

C) They are afraid the normal social order will be paralyzed.

D) They don't know what is going to happen in the future.

53. What does Christina Romer say about the current economic recession?

A) Itsseverity is no match for the Great Depression of 1929.

B) Its initial blow to confidence far exceeded that of 1929.

C) Ithas affected house owners more than stock holders.

D) Ithas resulted in a free fall of the prices of commodities.

54. Why didn’t the current recession turn into a depression according toChristina Romer?

A) Thegovernment intervened effectively.

B) Private markets corrected themselves.

C) People refrained from buying durables and big-ticket items.

D) Individuals and companies adopted self-protection measures.

55. What is the chief purpose of all the countermeasures taken?

A) Tocreate job opportunities.

B) Tocurb the fear of a lasting free fall.

C) Tostimulate domestic consumption.

D) Torebuild the credit system.

56. What does the author think of today’s economic situation?

A) Itmay worsen without further stimulation.

B) Itwill see a rebound sooner or later.

C) Ithas not gone from bad to worse.

D) Itdoes not give people reason for pessimism.

【总评】这是一篇经济社会类文章。文章首先解释了什么是经济萧条，以及经济萧条与经济衰退之间的区别。第二段列举了很多数据和事例来比较2007-2009和1929这两个时期的经济表现。第三段指出2007-2009年的经济衰退没有最终导致经济萧条的主要原因是政府采取了一系列应对措施。第四段进一步指出20世纪30年代初期，由于政府没能扮演好经济干预这一角色，最终导致经济衰退演变成了经济萧条。同时本段还强调：政府的干预措施均有一个共同的目的：使人们恢复信心，相信经济不会无止境地下滑。最后作者总结说，虽然当前的经济形势非常糟糕，但是好消息是没有进一步恶化。

【参考答案】：

52. D) They don't know what is going to happenin the future.

53. B) Its initial blow to confidence farexceeded that of 1929.

54. A) The government intervened effectively.

55. B) To curb the fear of a lasting freefall.

56. C) It has not gone from bad to worse.

Passage Two

“Usually when we walkthrough the rain forest we hear a soft sound from all the moist leaves andorganic debris on the forest floor,” says ecologist Daniel Nepstad. “Now we increasingly getrustle and crunch. That’s the sound of a dying forest.”

Predictions of the collapse of the tropicalrain forests have been around for years. Yet until recently the worst forecastswere almost exclusively linked to direct human activity, such as clear- cuttingand burning for pastures or farms. Left alone, it was assumed, the world’s rain forests would notonly flourish but might even rescue us from disaster by absorbing the excesscarbon dioxide and other planet-warming greenhouse gases. Now it turns out thatmay be wishful thinking. Some scientists believe that the rise in carbon levelsmeans that the Amazon and other rain forests in Asia and Africa may go frombeing assets in the battle against rising temperatures to liabilities. Amazonplants, for instance, hold more than 100 billion metric tons of carbon, equalto 15-years of tailpipe and chimney emissions. If the collapse of the rainforests speeds up dramatically, it could eventually release 3.5-5 billion metrictons of carbon into the atmosphere each year making forests the leading source,of greenhouse gases.

Uncommonly severe droughts brought on byglobal climate change have led to forest-eating wildfires from Australia toIndonesia, but nowhere more acutely than in the Amazon. Some experts say thatthe rain forest is already at the brink of collapse.

Extreme weather and reckless development areplotting against the rain forest in ways that scientists have never seen. Treesneed more water as temperatures rise, but the prolonged droughts have robbedthem of moisture, making whole forests easily cleared of trees and turned intofarmland. The picture worsens with each round of El Nino, the unusually warmcurrents in the Pacific Ocean that drive up temperatures and invariably presage(预示）droughts and fires inthe rain forest. Runaway fires pour even more carbon into the air, whichincreases temperatures, starting the whole vicious cycle all over again.

More than paradise lost, a perishing rainforest could trigger a domino effect sending winds and rains kilometers offcourse and loading the skies with even greater levels of greenhouse gases—that will be felt farbeyond the Amazon basin. In a sense, we are already getting a glimpse of what’s to come. Each burningseason in the Amazon, fires deliberately set by frontier settlers anddevelopers hurl up almost half a billion metric tons of carbon a year, placingBrazil among the top five contributors to greenhouse gases in the world.

57. Welearn from the first paragraph that _______.

A) dead leaves and tree debris make the same sound

B) trees that are dying usually give out a soft moan

C) organic debris echoes the sounds in a rain forest

D) thesound of a forest signifies its health condition

58. Inthe second paragraph, the author challenges the view that _______.

A) thecollapse of rain forests is caused by direct human interference

B) carbon emissions are the leading cause of current global warming

C) the condition of rain forests has been rapidly deteriorating

D) rain forests should not be converted into pastures or farms

59. The author argues that the rising carbon levels in rain forests may_______.

A) turn them into a major source of greenhouse gases

B) change the weather patterns throughout the world leaves

C) posea threat to wildlife

D) accelerate their collapse

60. What has made it easier to turn some rain forests into farmland?

A) Rapid rise in carbon levels.

B) Reckless land development.

C) Lackof rainfall resulting from global warming.

D) Theunusual warm currents in the Pacific Ocean.

61. What makes Brazil one of the world’s top five contributorsto greenhouse gases?

A) Thedomino effect triggered by the perishing rain forests,

B) Itspractice of burning forests for settlement and development,

C) Thechanged patterns of winds and rains in the Amazon area.

D) Itsinability to curb the carbon emissions from industries.

【总评】

本文颠覆了人们根深蒂固的一个观念，即热带雨林能够吸收大量二氧化碳及其他温室气体，从而保护人类免于危害。

该文指出，一些科学家现认为碳含量的升高意味着热带雨林或许会从温室效应的“卫士”，转而成为导致气温升高的元凶。他们指出亚马逊森林中的植物本身含有1000公吨的碳，如果热带雨林加速瓦解，它们所释放的二氧化碳将是导致温室效应的主要原因。

短文后几段还指出极端天气和毫无节制的开发让科学家们见到了从未想象的可怕画面，更糟糕的是，厄尔尼诺的“雪上加霜”会导致恶性循环。

文章最后指出热带雨林的衰变会形成一个多米诺效应，最终导致巴西的亚马逊森林成为世界上导致温室气体的五大元凶之一。

【参考答案】：

57. D. the sound of a forest signifies itshealth condition.

58. A. the collapse of rain forests is causedby direct human interference.

59. A. turn them into a major source ofgreenhouse gases

60. C. Lack of rainfall resulting from globalwarming.

61. B. Its practice of burning forests forsettlement and development.

2013年6月英语六级完形填空原文+答案+解析

The continuous presentation of scary storiesabout global warming in the popular media makes us unnecessarily frightened.Even worse, it __62__ our kids.

Al Gore famously __63__ how a sea-level riseof 20 feet would almost completely flood Florida, New York, Holland, andShanghai, __64__the United Nations says that such a thing will not even happen,__65__ that sea levels will rise 20 times less than that.

When __66__ with these exaggerations, some ofus say that they are for a good cause, and surely __67__ is no harm done if theresult is that we focus even more on tackling climate change.

This __68__ is astonishingly wrong. Suchexaggerations do plenty of harm. Worrying __69__ about global warming meansthat we worry less about other things, where we could do so much more good. Wefocus, __70 __, on global warming's impact on malaria (疟疾)-which will putslightly more people at __71__ in 100 years - instead of tackling the half abillion people __72__from malaria today with prevention and treatment policiesthat are much cheaper and dramatically more effective than carbon reductionwould be.

__73__ also wears out the public's willingnessto tackle global warming. If the planet is __74__, people wonder, why doanything? A record 54% of American voters now believe the news media makeglobal warming appear worse than it really is. A __75__ of people now believe – incorrectly – that global warming isnot even caused by humans.

But the __76__ cost of exaggeration, Ibelieve, is the unnecessary alarm that it causes – particularly __77__children. An article in The Washington Post cited nine-year-old Alyssa, whocries about the possibility of mass animal __78__ from global warming.

The newspaper also reported that parents are__79__ "productive" outlets for their eight-year-olds' obsessions (忧心忡忡) with dying polarbears. They might be better off educating them and letting them know that,contrary __80__ common belief, the global polar bear population has doubled andperhaps even quadrupled (成为四倍) over the past half- century, to about 22,000. __81__diminishing - and eventually disappearing - summer Arctic ice, polar bears willnot become extinct.

62. A. exhausts B. suppresses C. terrifies D.disgusts
63. A. dismissed B. distracted C. deposited D. depicted
64. A. as if B. even though C. in that D. in case
65. A. measuring B. signifying C. estimating D. extracting
66. A. confronted B. identified C. equipped D. entrusted
67. A. such B. there C. what D. which
68. A. morality B. interaction C. argument D. dialogue
69. A. prevalently B. predictably C. expressively D. excessively
70. A. for example B. in addition C. by contrast D. in short
71. A. will B. large C. ease D. risk
72. A. suffering B. deriving C. developing D. stemming
73. A. Explanation B. Reservation C. Exaggeration D. Revelation
74. A. dumped B. dimmed C. doubled D. doomed
75. A. mixture B. majority C. quantity D. quota
76. A. smallest B. worst C. fewest D. least
77. A. among B. of C. by D. toward
78. A. separation B. sanction C. isolation D. extinction
79. A. turning out B. tiding over C. searching for D. pulling through
80. A. upon B. to C. about D. with
81. A. Despite B. Besides C. Regardless D. Except

【总评】

本文选自2009年6月15日英国卫报里面的一篇报道，讲述了夸大气候变暖引起了一些不必要的惊慌的现象。

【答案及解析】

62. C. terrifies 考查动词辨析。exhaust 表示“使筋疲力尽，用尽”；suppress表示“镇压，抑制”；terrify 表示“使惊吓”；disgust表示“使反感”。前文表明关于气候变暖的惊悚报道让我们感到恐惧，更糟糕的是，它吓到了我们的孩子们。

63. D. depicted考查动词辨析。dismiss表示“开除，解散”；distract表示“使分心，分散”；deposit表示“储蓄，寄存”；depict表示“描绘，描述”。

64. B. even though 考查连词。题考查考生对上下句关系的理解，上半句Al Gore讲述海平面上升20英尺会几乎完全淹没佛罗里达、纽约、荷兰和上海，后半句讲联合国说这种事不会发生，由此可见前后句是转折的关系，所以用even though，表示“尽管”；而as if表示“似乎”；in that表示“因为”；in case表示“以防”。

65. C. estimating 考查动词。measure表示“测量，估量”；signify表示“意味，预示”；estimate表示“估计，预测”；extract表示“提取”。空格所在的句子说联合国认为淹没事件不会发生，同时预测海平面只会上升20英尺的二十分之一。

66. A. Confronted 考查动词。be confronted with…为固定短语，表示“面临（困难、危险等）”。

67. B. there 考查there be句型。由句中的连词and可知前后必须都是句子，表示某个现象或东西存在用there be句型。

68. C. argument 考查名词。morality表示“道德，伦理”；interaction表示“相互沟通，相互作用”；argument表示“争论，辩论”；dialogue表示“对话”；文章前面两段都是在讲Al Gore与联合国不同的观点，因此这里填争论。

69. D. excessively 考查副词辨析。prevalently表示“流行地，普遍地”；predictably 表示“可预言地”；expressively表示“意味深长地”；excessively表示“过度地，极度”。本句表达的意思是过度担心气候变暖意味着我们担心的其它事情会变少，而在这些事情上我们本可以做得更好。

70. A. for example 考查固定短语。for example表示“例如”；in addition表示“另外，除此之外”；by contrast表示“相比之下”；in short表示“总之”；从上下文我们可以看出这句话是举例子，所以用for example。

71. D. risk 考查固定短语。该题较为简单，at risk为固定短语，表示“有危险”。

72. A. suffering 考查动词。suffer from表示“遭受；患……病”。

73. C. Exaggeration 考查名词辨析。explanation表示“解释”；reservation表示“预约；预定”；exaggeration 表示“夸张”；revelation表示“启示”。本题显然承接上文提到的人们对于全球气候变暖这个问题过度夸张的情况。

74. D. doomed 考查形容词辨析。dumped表示“废弃的”； dimmed表示“暗灰色的”；doubled表示“两倍的”；doomed表示“注定的；命定的”。这里表示人们假设如果地球的命运是注定好的，也就是说如果全球变暖这个问题是注定了的话，那么就不需要做任何事情来拯救，因为做了也没有用。

75. B．majority 考查名词辨析。a majority of 表示“大多数的；mixture表示“混合”；quantity表示“质量”；quota表示“配额；限额”。

76. B. worst 考查形容词辨析。前面文章一直在讲夸大全球变暖问题所带来的坏处，这里是作者想强调的最坏的代价，所以用worst。

77. A. among 考查介词辨析。among表示“三者或三者以上之间”，among children表示“在孩子们当中”。

78. D. extinction 考查名词辨析。separation表示“分离，分开”；sanction表示“制裁，处罚”；isolation表示“隔离，孤立”；extinction 表示“灭绝”。全球变暖只有可能会造成大量动物的灭绝，其他选项均不恰当。

79. C. searching for 考查词组辨析。turn out 表示“生产；结果是”；tide over表示“克服，度过”；search for表示“寻找，搜索”；pull through表示“克服困难，渡过难关”。这里是说有些小孩子担心北极熊会灭绝，而这种担心显然对于他们来说是多余的，所以一些家长会寻找一些其他的东西来转移孩子们的注意力。