2012 年 12 月大学英语六级(CET-6)真题试卷

Part I Writing (30 minutes)

Direction: For this part, you are allowed 30 minutes to write an essay entitled Man and
Computer by commenting on the saying, “The real danger is not that the computer will
begin to think like man, but that man will begin to think like the computer.” You should
write at least 150 words but no more than 200 words.
Man and Computer

Part II Reading Comprehension (Skimming and Scanning)

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.
In a Digital Age, Students Still Cling to Paper Textbooks
They text their friends all day long. At night, they do research for their term papers on laptops
and commune with their parents on Skype. But as they walk the paths of Hamilton College, a
poster-perfect liberal arts school in this upstate village, students are still hauling around bulky,
old-fashioned textbooks-and loving it.
"The screen won't go blank," said Faton Begolli, a junior from Boston. "There can't be a virus.
It wouldn't be the same without books. They've defined 'academia' (学术) for a thousand years."
Though the world of print is receding before a tide of digital books, blogs and other Web sites,
a generation of college students growing up with technology appears to be holding fast to traditional
textbooks. That loyalty comes at a price. Textbooks are expensive-a year's worth can cost$700
to$900-and students' frustrations with the expense, as well as the emergence of new technology,
have produced a perplexing array of options for obtaining them.
Internet retailers like Amazon and Textbooks.com are selling new and used books. They have
been joined by several Web services that rent textbooks to students by the semester. Some 1 500
college bookstores are also offering rentals this fall, up from 300 last year. Here at Hamilton,
students this year have a new way to avoid the middleman: a nonprofit Web site, created by the
college's Entrepreneur Club, that lets them sell used books directly to one another.
The explosion of outlets and formats-including digital books, which are rapidly becoming
more sophisticated- has left some students bewildered. After completing the difficult job of course
selection, they are forced to weigh cost versus convenience, analyze their own study habits and
guess which texts they will want for years to come and which they will not miss.
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 "It depends on the course," said Victoria Adesoba, a student at New York University who was
standing outside that school's bookstore, a powder-blue book bag slung over her shoulder “Last
semester, I rented for psychology, and it was cheaper. But for something like organic chemistry, I
need to keep the book. E-textbooks are good, but it's tempting to go on Facebook, and it can strain
your eyes."
For all the talk that her generation is the most technologically knowledgeable in history,
paper-and-ink textbooks do not seem destined to disappear anytime soon
According to the National Association of College Stores, digital books make up just under 3%
of textbook sales, although the association expects that share to grow to 10-15% by 2012 as more
titles are made available as e-books.
In two recent studies-one by the association and another by the Student Public Interest
Research Groups-three- quarters of the students surveyed said they still preferred a bound book to a
digital version.
Many students are reluctant to give up the ability to flip quickly between chapters, write in the
margins and highlight passages, although new software applications are beginning to allow students
to use e-textbooks that way.
"Students grew up learning from print books." said Nicole Allen. the textbooks campaign
director for the research groups, "so as they transition to higher education, it's not surprising that
they prefer a format that they are most accustomed to."
Indeed, many Hamilton students grow passionate about the weighty volumes they still carry
from dorm room to lecture hall to library, even as they compulsively(克制不住地)check their
smartphones for text messages and c-mails.
"I believe that the codex is one of mankind's best inventions," said Jonathan Piskor, a junior
from North Carolina, using the Latin term for book.
That passion may be one reason that Barnes & Noble College Booksellers is working so hard
to market its new software application, NOOKstudy, which allows students to navigate c-textbooks
on Macs and PCs. The company, which operates 636 campus bookstores nationwide, introduced the
free application last summer in hopes of luring more students to buy its electronic textbooks.
"The real obstacle is getting them to try it," said Tracey Weber, the company's executive
vicepresident.
The company is giving away "College Kick-Start Kits" to students who download NOOKstudy
in the fall semester, with a dozen classic c-books like The Canterbury Tales and The Scarlet Letter.
CourseSrnart is letting students try any c-textbook free for two weeks.
But not every textbook is available in digital or rental format. At Hamilton, for instance, only
about one-fifth of the titles are sold as c-textbooks this fall. A stroll through the campus store
revealed the price difference. A book on constitutional law,for instance, was$189.85 new $142.40
used and$85.45 for rent. (Typically, an e-textbook is cheaper than a used book, though more
expensive than a rental.)
The expense of college textbooks, which is estimated to have risen four times the inflation rate
in recent years, has become such a concern that some politicians are taking up the cause. Last
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month, Senator Charles E. Schumer of New York urged more college stores to rent books, after a
survey of 38 campus bookstores in New York City and on Long Island by his office found that 16
did not offer the option.
On Thursday, students at more than 40 colleges nationwide are planning an Affordable
Textbooks Day of Action to encourage faculty members to assign texts that are less expensive, or
offered free online.
For now, buying books the old-fashioned way-new or used-prevails. Charles Schmidt, the
spokesman for the National Association of College Stores, said that if a campus store sold a new
book for$100, it would typically buy the book back for$50 at semester's end and sell it to the next
student for$75.
The buy-back price plunges, however, if the professor drops the book from the syllabus or if
the bookstore has bought enough books to meet demand. When Louis Boguchwal, majoring in
economics and math, tried to sell a$100 linear algebra(线性代数)textbook back to the college
bookstore, he was offered$15.
"It was insulting," he said. "They give you next to nothing."
Thus, the creation of Hamilton's new nonprofit Web site, get my textbooks. org. So far, traffic
has been light: only about 70 books have been sold this fall. But Jason Mariasis, president of the
Entrepreneur Club, said he expected sales to pick up as word spread.
Mr. Begolli. a member of the club, recently sold three German novels for$17 on the site. "If I
had sold them back to the bookstore, I would have gotten$7 or$8,"he said. "The bookstore is king
when it comes to textbook sales. We felt there should be something for students, by students."
Yet some students have to go it alone. Rosemary Rocha, an N.Y.U. student pursuing a degree
in hospitality and tourism management, added up her required reading for the semester: $600. "It's
harsh," she said. "I'm currently collecting unemployment, so that's not going to happen."
Instead, she waits to borrow the few copies her professors leave on reserve at the library, or
relies on the kindness of classmates. "My friends will let me borrow their books in exchange for
coffee or a slice of pizza," she said. "I very seldom buy the textbooks, but I'm always like a chicken
without a head."
注意：此部分试题请在答题卡 1 上作答。
1. How do students view paper textbooks in this digital age?
A) They are indispensable to writing term papers.
B) They play an irreplaceable role in their study.
C) They are inferior to c-books in many ways.
D) They will be replaced by c-books some day.
2. In what way are printed books frustrating to students?
A) They are too heavy to carry. C) They cost too much money.
C) They take up too much space. D) They often go out of print.

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3. What can students do with the creation of the nonprofit Web site at Hamilton?
A) They can rent new books for a nominal fee.
B) They can buy books, both used and new, at a lower price.
C) They can read online by paying a small fee.
D) They can sell books to each other without a middleman
4. What can we learn about textbooks from Victoria Adesoba's case?
A) Printed textbooks will not disappear any time soon.
B) Their cost is students' chief consideration
C) E-books are the first choice of low-income students.
D) Science students prefer printed textbooks.
5. Why do most students still prefer the traditional paper-and-ink textbooks?
A) They can form good learning habits with printed textbooks.
B) They have been used to their format ever since childhood.
C) They can protect their eyesight using printed textbooks.
D) They are passionate about their physical presence.
6. What does Tracey Weber think is the best way to expand c-textbook sales?
A) Invite students to try c-book applications for free.
B) Update c-book software to meet students' needs.
C) Open more c-book stores on university campuses.
D) Make the price of e-textbooks more attractive.
7. To combat the soaring price of textbooks, Senator Charles E.Schumer suggests that __________.
A) publishers offer more textbooks online B) college stores rent books to students
C) college stores rent books to students D) students buy cheaper used books
8. Louis Boguchwal thought the money he was offered for his linear algebra textbook was
________________________________.
9. Despite the light traffic on Hamilton's nonprofit Web site, Jason Mariasis was confident that its
book business would________________________________.
10. Living on unemployment benefits. Rosemary Rocha cannot but borrow textbooks
from________________________________.

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
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 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.
11. A) She can count on the man for help. C) She can lend the man a sleeping bag.
B) She has other plans for this weekend. D) She has got camping gear for rent.
12. A) The man should keep his words. C) Karen always supports her at work.
B) She regrets asking the man for help. D) Karen can take her to the airport
13. A) He can't afford to go traveling yet. C) He usually checks his brakes before a trip
B) His trip to Hawaii was not enjoyable. D) His trip to Hawaii has used up all his money.
14. A) There was nothing left except some pie. C) The woman is going to prepare the dinner.
B) The man has to find something else to eat. D) Julie has been invited for dinner.
15. A) Submit no more than three letters. C) Apply to three graduate schools.
B) Present a new letter of reference. D) Send Professor Smith a letter.
16. A) He declines to join the gardening club.
B) He is a professional gardener in town.
C) He prefers to keep his gardening skills to himself.
D) He wishes to receive formal training in gardening.
17. A) Sculpture is not a typical form of modern art.
B) Modern art cannot express people's true feelings.
C) The recent sculpture exhibit was not well organized.
D) Many people do not appreciate modern art.
18.A) Bob does not have much chance to win. C) Bob cannot count on her vote.
B) She will vote for another candidate. D) She knows the right person for the position
Questions 19 to 22 are based on the conversation you have just heard.
19. A) Poor management of the hospital. C) Decisions made by the head technician.
B) The health hazard at her work place. D) The outdated medical testing procedures.
20. A) Transfer her to another department. C) Cut down her workload.
B) Repair the X-ray equipment. D) Allow her to go on leave for two months.
21 .A) They are virtually impossible to enforce. C) Both of them have been subject to criticism.
B) Neither is applicable to the woman's case. D) Their requirements may be difficult to meet.
22. A) Organize a mass strike. C) Try to help her get it back.
B) Compensate for her loss. D) Find her a better paying job.
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Questions 23 to 25 are based on the conversation you have just heard.
23. A) In giving concessions. C) In stating your terms.
B) In the concluding part. D) In the preparatory phase.
24. A) He behaves in a way contrary to his real intention.
B) He presents his arguments in a straightforward way.
C) He responds readily to the other party's proposals.
D) He uses lots of gestures to help make his points clear.
25. A) Both may fail when confronting experienced rivals.
B) The honest type is more effective than the actor type.
C) Both can succeed depending on the specific situation.
D) The actor type works better in tough negotiations.
Section B
Directions: 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.
Passage One
Questions 26 to 29 are based on the passage you have just heard.
26. A) The shape of the cubes used. C) The number of times of repeating the process.
B) The size of the objects shown. D) The weight of the boxes moving across the stage.
27. A) Boys enjoy playing with cubes more than girls.
B) Girls tend to get excited more easily than boys.
C) Girls seem to start reasoning earlier than boys.
D) Boys pay more attention to moving objects than girls.
28. A) It is a breakthrough in the study of the nerve system.
B) It may stimulate scientists to make further studies.
C) Its result helps understand babies' language ability.
D) Its findings are quite contrary to previous research.
29. A) The two sides of their brain develop simultaneously. C) Their bones mature earlier.
B) They are better able to adapt to the surroundings. D) They talk at an earlier age.
Passage Two
Questions 30 to 32 are based on the passage you have just heard.

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30. A) The new security plan for the municipal building.
B) The blueprint for the development of the city.
C) The controversy over the new office regulations.
D) The city's general budget for the coming year.
31 .A) Whether the security checks were really necessary.
B) How to cope with the huge crowds of visitors to the municipal building
C) Whether the security checks would create long queues at peak hours.
D) How to train the newly recruited security guards.
32. A) Irrelevant. B) Straightforward. C) Ridiculous. D) Confrontational.
Passage Three
Questions 33 to 35 are based on the passage you have just heard.
33. A) He used to work as a miner in Nevada. C) He considers himself a blessed man.
B) He works hard to support his five kids. D) He once taught at a local high school
34 .A) To be nearer to Zac's school. C) To cut their living expenses.
B) To look after her grandchildren. D) To help with the household chores.
35. A) Skeptical. B) Optimistic. C) Indifferent. D) Realistic.
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 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 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.
Mountain climbing is becoming popular sport, but it is also a (36) _______dangerous one.
People can fall; they may also become ill. One of the most common dangers to climbers is altitude
sickness, which can affect even very (37) _______climbers. Altitude sickness usually begins when
a climber goes above 8 000 or 9 000 feet. The higher one climbs, the less oxygen there is in the air.
When people don't get enough oxygen, they often begin to (38) _______for air. They may also feel
(39) _______and light-headed. Besides these symptoms of altitude sickness, others such as
headache and (40) _______may also occur. At heights of over 18000 feet, people may be climbing
in a (41) _______daze（恍惚）. This state of mind can have an (42) _______ effect on their
judgment.
A few (43) _______ can help most climbers avoid altitude sickness. The first is not to go too
high too fast. If you climb to 10 000 feet, stay at that height for a day or two. (44) _______.Or if
you do climb higher sooner, come back down to a lower height when you sleep. Also, drink plenty

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of liquids and avoid tobacco and alcohol. (45) _______. You breathe less when you sleep, so you
get less oxygen. The most important warning is this: if you have severe symptoms and they don't go
away, go down! (46) _______.

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.

America continues to get fatter, according to a new report on the nation's weight crisis.
Statistics for 2008-2010 show that 16 states are experiencing steep increases in adult obesity, and
none has seen a notable downturn in the last four years.
Even Coloradans, long the nation's slimmest citizens, are gaining excess pounds. With an
obese population of 19.8%, it is the only state with an adult obesity rate below 20%.But in just the
last four years, the ranks of the obese even in Colorado have grown 0.7%.
Getting out of the problem will not be simple, said Jeffrey Levi, executive director of the Trust
for America's Health. The report emphasized the need for a range of measures, including boosting
physical activity in schools, encouraging adults to get out and exercise, broadening access to
affordable healthy foods and using "pricing strategies" to encourage Americans to make better food
choices.
"Until the government takes on the food industry, we'll continue to see the appalling numbers
in this report," said Kelly Brownell, director of Yale University's Rudd Center for Food Policy and
Obesity. "Government could start by changing agricultural subsidies, by not making it financially
attractive for companies to market unhealthy foods, by placing serious restrictions on marketing to
children, and with financial policies that make healthy foods cost less and unhealthy foods cost
more."
About 30 years after the United States started seeing a steep rise in the weight of children and
adults, the illnesses most closely linked to obesity have begun a dramatic upturn. Diabete(糖尿
病)rates in 12 states have jumped significantly, now affecting as many as 12.2% of adults in
Alabama--the state with the highest obesity rates.
Obesity remains a condition disproportionately affecting those with poor education and low
income, and closely tied to minority status. Among African American adults, obesity topped 40/a in
15 states. Among Latinos, it topped 30% in 23 states.
In contrast, among white adults, obesity rates were higher than 3O% in only four states, and in
no state topped 32. 1%. Nearly a third of high school dropouts are obese, compared with 21.5% of
those who graduated from college or technical school.

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 For children, the picture from the report is slightly better, said Dr. Francine Kaufman, an
obesity specialist at Children's Hospital Los Angeles. "Children are for the most part holding
steady." she said.
Kaufman added that the report's clear message-that obesity takes its greatest toll in low-income
and minority communities-underscores that "assistance programs are definitely required" to help
those populations.
注意：此部分试题请在答题卡 2 上作答。
47. Compared with people in other states. Coloradans have long been considered relatively____.
48. The new report advises encouraging Americans to buy healthy foods by adopting____.
49. To curb the increasing obesity rate, the government should first of all adjust its____.
50. What has happened in the US shows that there is ____ between diabetes and obesity.
51. Who are most affected by obesity in the United States according to Francine Kaufman?
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.
Is 20th-century capitalism failing 21st-century society? Members of the global elite debated
that unusual question at the annual World Economic Forum
It is encouraging that more than three years since the global financial crisis, a belated (迟到的)
process of soul- searching has begun in search of the right lessons to learn from it.
There is a great difference, however, between being willing to talk about an issue and being
ready to act.
It is a difference between those who still believe that all governments can do is get out of the
way and those who believe there is a real role for governments in first reviving our economies, and
then setting the right rules for future success.
If we learned anything from the 1930s, it was that governments cannot shrug their shoulders
and watch as their own people are being laid off.
Nor should we forget the causes of the current growth and debt crisis as we seek to put our
economies on a more sustainable footing
Both the United States and Britain suffered because their economies were overly reliant on the
financial sector's artificial profits; living standards for the many worsened while the economic
rewards went to the top 1 percent; a capitalist model encouraged short-term decision-making
oriented toward quarterly profits rather than long-term health; and interest groups like giant banks
were deemed too big to fail or too powerful to challenge. We need to recognize that the

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trickle-down promise (benefits given to the rich will eventually be passed on to the poor)of
conservative theorists has turned into a gravity-defying reality in which wealth has flowed upward
disproportionately and. too often, undeservedly. To address the problem requires fresh thinking
from governments about how people train for their working lives and what a living wage should be
Governments can set better-not necessarily more-rules to encourage productive businesses that
make and sell real products and services. We need rules that discourage the predatory (掠夺的)
behavior of those seeking the fast buck through hostile takeovers and asset-stripping that do not
have the interests of the shareholders, the employees or the economy at heart. And governments
must remember they are elected to serve the people, not the powerful lobbies who can pay for
access or influence. Too often the real enemies of market capitalism are some of the leading
beneficiaries of the current model, which favors big monopolies and consumer exploitation. I
believe that changing the rules of capitalism will require a change in what citizens expect and ask of
politics. The question is not so much whether 20th-century capitalism is failing 21st-century society
but whether politics can rise to the challenge of changing a flawed economic model.
注意：此部分试题请在答题卡 2 上作答。
52. What important lesson could be drawn from the 1930s?
A) The government should play a role in reviving the economy.
B) The government should provide subsidies for the unemployed.
C) The government should not ignore the role of economists in the nation's economy.
D) The government should not brush aside ideas from the World Economic Forum.
53. What is one of the factors contributing to the recent financial crisis in the United States and
Britain?
A) Their business giants' neglect of attending to long-term planning.
B) Their governments' unnecessary intervention in economic affairs.
C) Their governments failing to provide assistance for the poor and needy.
D) Their economies relying heavily on the operations of the financial sector.
54. What does the author say about the so-called trickle-down promise?
A) It defies conventional wisdom.
B) It has failed to materialize.
C) It will benefit both the rich and the poor once realized.
D) It will prove fatal to capitalist economy once broken.
55. What rules does the author say governments should set to guarantee sustainable economic
development?
A) Rules that help businesses to expand fast but in a healthy way.
B) Rules that discourage businesses from making quick money.
C) Rules that encourage businesses to make and sell real products and services.

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 D) Rules that ensure the increase of shareholders' dividends and employees' pay.
56. What should the government do about the current economy according to the author?
A) Eliminate the real enemies of market capitalism.
B) Undertake to repair the flaws in the economic model.
C) Prevent the lobbies from exerting too much influence.
D) Diminish the role politics plays in national economy.
Passage Two
Questions 57 to 61 are based on the following passage.
Women are half the population but only 15% of board members at big American firms, and
l0% in Europe. Companies that fish in only half the talent pool will lose out to those that cast their
net more widely. There is also evidence that mixed boards make better decisions.
Mindful of this, European countries are passing laws that would force companies to promote
more women to the executive suite. A new French law requires listed firms to reserve 40% of board
seats for women by 2017. Norway and Spain have similar laws; Germany is considering one. The
European Parliament declared this month that such quotas should be applied throughout the
European Union.
There are two main arguments for compulsory quotas. One is that the men who dominate
corporate boards are hopelessly sexist: they promote people like themselves and ignore any female
talent.
The second argument is more subtle. Talented executives need mentors (导师) to help them
climb the ladder. Male directors mentor young men but are reluctant to get friendly with young
women, lest the relationship be misinterpreted. Quotas will break this vicious cycle by putting lots
of women at the top, who can then offer their sisters a leg up.
There may be something in both arguments, but in most rich countries sexism is no longer the
main obstacle to women's careers. Children are. Most women take career breaks to look after them.
Many care for elderly relatives, too. One study found that two-thirds of American women had at
some point switched from full-time work to part-time or flexible time to balance work and family.
Such choices make it harder for women to gain the experience necessary to make it to the very top.
What is more, big companies are increasingly global. Many want a boss who has worked in
more than one country. Such foreign postings disrupt families; many women turn them down. And
many, anticipating a career break at some point in the future, enter fields where their skills will not
quickly become outdated, such as law or human resources. Some lawyers make good chief
executives. But firms often want people with financial or operational experience for the top jobs,
and these fields are still male-dominated.
Quotas are too blunt a tool for such a tangled problem. The women companies are compelled
to put on boards are unlikely to be as useful as those they place there voluntarily. Quotas force firms
either to pad their boards with token non-executive directors, or to allocate real power on the basis
of sex rather than merit. Enforcing quotas for women has led to large numbers of inexperienced
women being appointed to boards, and seriously damaged those firms' performance.
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注意：此部分试题请在答题卡2上作答。
57. What will happen to a company if men dominate its executive board?
A) Its talent poo1 will dry out sooner. C) Its women employees will complain.
B) Its competitiveness will be weakened. D) It is bound to make unwise decisions.
58. What seems to prevent women from becoming board members apart from sexism?
A) Many of them lack the courage to face the challenge in the board room.
B) Male directors are afraid of women's potential threat to their authority.
C) Few of them have the training and qualifications needed for executive duties.
D) Male directors refrain from giving them guidance to avoid misunderstanding.
59. What does the author say is the real barrier to women's careers?
A) An apparent lack of necessary legislation. C) The burden of taking care of their family.
B) Fierce competition from male colleagues. D) The widespread sexism in the workplace.
60. Why do many women choose to enter such fields as law or human resources?
A) They allow women career breaks if need be.
B) They can bring a woman's talent into full play.
C) They offer high salaries and attractive benefits.
D) They pave the way for women to become CEOs.
61. What does the author think of the practice of enforcing quotas for women executives?
A) It is a simple solution to a tangled problem. C) It helps fill the executive board with talents.
B) It is an effective tool to combat sexism. D) It adversely affects a firm's performance.

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.

American presidents seem to age before our eyes. But common belief that high-office stress
grays our leaders faster than___62___may be a myth, new research finds. In fact, the majority of
American presidents have lived longer than___63___men of their times.
That's not to ___64___ that chronic stress has no effect on a person's lifespan, but__65__does
high social standing. The findings___66___to a body of research linking high status to better
health:___67___,Oscar winners live longer than those who were only___68___; and the longevity
(长寿) effect is also seen in Nobel Prize winners. The new study, which was published in the
Journal of the American Medical Association___69___ the dates of birth, inauguration and death of

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all 34 past presidents who died of natural causes.The___70___lifespan for these men should have
been 68 years，___71___they'd aged twice as fast during their years in___72___as the popular
wisdom suggests they do. ___73___, the study found, these presidents lived an average 73 years.
And indeed, 23 of the 34 presidents who died of natural causes lived longer than___74___,
compared with other men their age during their lifetimes. Some presidents___75___an
exceptionally long time: Gerald Ford died at 93. 5 years, and Ronald Reagan at 93.3.
All___76___living presidents have already exceeded their life___77___，or are likely to do so. So
why do people___78___the top of the hierarchy fare better than those below? ___69___ to wealth,
education and the best health care of their times would seem to be obvious factors
___80___medical attention seems to have actually killed President Garfield, who died from a
fatal___81___introduced by his doctors' unsterile (未消过毒的) treatment techniques after he was
shot by an assassin.
62. A) usual B) regular C) typical D) standard
63. A) similar B) popular C) typical D) standard
64. A) tell B) say C) utter D) exclaim
65. A) else B) rather C) so D) thus
66. A) tend B) point C) devote D) add
67. A) for instance B) by contrast C) in essence D) above all
68. A) formulated B) nominated C) engaged D) specified
69. A) signified B) regulated C) testified D) analyzed
70. A) ultimate B) average C) appropriate D) maximum
71 .A) if B) lest C) for D) until
72. A) duty B) place C) office D) force
73. A) Instead B) Therefore C) Hence D) Meanwhile
74. A) suspected B) expected C) identified D) confirmed
75. A) survived B) covered C) lasted D) extended
76. A) persistently B) virtually C) formally D) currently
77. A) ceiling B) extent C) boundary D) expectancy
78. A) above B) by C) at D) over
79. A) Appeal B) Access C) Entrance D) Channel
80. A) unless B) because C) although D) since
81 .A) syndrome B) diagnosis C) prescription D) infection

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
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82. Through years of hard work, they_________________(已经把那片荒地变成了肥沃的农田).
83. It was long since I last saw her, and if she had not greeted me first_____(我几乎认不出她来)
84. Our defense at the court hearing finally __________________ (使法官确信我们是清白的) .
85. ____________________________ (你可以放心) we will fulfill our task ahead of time.
86. Man should live in harmony with nature, and _______________ (试图征服它是不明智的) .

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