[外语类试卷]大学英语六级模拟试卷274及答案与解析.doc

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1、大学英语六级模拟试卷 274及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed thirty minutes to write a composition on the topic How to Encourage People to Use Public Transport. You should write at least 150 words according to the outline given below in Chinese 1. 许多大城市私家车越来越多 2私家

2、车过多造成的问题。 3如何鼓励人们少用私家车，多用公共交通。 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-4, mark： Y (for YES) if the statement agrees with t

3、he information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Bullying(欺凌弱小者 ) at School: Tackling the Problem A. A broad definition of bullying is when a student is repeatedly e

4、xposed to negative actions of the part of one or more other students. These negative actions can take the form of physical contact, verbal abuse, or making faces and rude gestures. Spreading rumors and excluding the victim from a group are also common forms. Bullying also entails an imbalance in str

5、ength between the bullies and victim, what experts call an asymmetric power relationship. B. Bullying among schoolchildren is certainly a very old phenomenon, though it was not until the early 1970s that it was made the object of systematic research. Though this research originally focused on Scandi

6、navia, by the 1980s bullying among schoolchildren had attracted wider attention in countries such as Australia, Canada, Japan, the Netherlands, the United Kingdom and the United States. C. The surveys of more than 150,000 students show that some 15% of pupils in elementary and lower secondary/junior

7、 high schools, roughly corresponding to ages 7 to 16, in Scandinavia are involved in bully/victim problems with some regularity-either as bullies, victims or both. Approximately 9% are victims, and 7% bully other students with some regularity. A relatively small proportion (15%- 20%) of the victims

8、are themselves bullies of other pupils. These figures probably underestimate the problem, and there are indications that the level of bullying has risen over the last 10-15 years. More worrying, it is the more frequent and severe forms of bullying that have increased most. D. Scandinavia is clearly

9、not the stable rock of peace and calm it is often portrayed to be. Still, bullying may be more prevalent in other countries. For example, one British study of over 6,700 students shows that more than a quarter (27%) of primary school students reported being bullied with some regularity; this figure

10、was 10% for secondary school students. With regard to bullying other students, corresponding figures were 12% for primary and 6% for secondary school students. E. These are the raw data, but what about the background? There is considerable research literature on the characteristics, family backgroun

11、ds, long-term outcomes for victims and bullies, mechanisms and group processes involved. Fundamentally, bullying has to be seen as a component of more generally antisocial and rule-breaking behavior. In other studies, some 35% to 40% of boys who were characterized as bullies in Grades 6 to 9 (ages 1

12、3 to 16) had been convicted of at least three officially registered crimes by the age of 24. In contrast, this was true of only 10% of boys who were not classified as bullies. In other words, former school bullies were four times more likely than other pupils to engage in relatively serious crime. F

13、. There are several common assumptions about the causes of school bullying for which there is no supporting evidence. They include claims that bullying is a consequence of large class or school sizes, or of the competition for grades and other pressures that school generates. Another common assumpti

14、on is that under a tough surface bullies, in fact, suffer from poor self-esteem and insecurity. These views are no more accurate than the stereotype that students who are fat, red-haired and wear glasses are particularly likely to become victims of bullying. G. In reality, other factors are more imp

15、ortant. Certain personality characteristics and typical reaction patterns, combined with the level of physical strength or weakness in the case of boys, can help to explain the development of bullying problems in individual students. At the same time, environmental influences, such as teachers attit

16、udes, behavior and supervisory routines play a crucial role in determining the extent to which these problems will manifest themselves in a classroom or a school. H. Victims of bullying form a large group of students who tend to be neglected by their schools. Yet it is a fundamental human or democra

17、tic right for a child to feel sage in school and to be spared the oppression and repeated, intentional humiliation of bullying. Governments and school authorities have therefore an important role to play in assuring that these rights are honored. I. A Swedish law passed in 1994 and modified in 1997

18、goes some way to upholding these childrens rights at school. The associated regulations also make school principals responsible for realizing these goals, including the development of an explicit intervention plan against bullying. Similar legal moves, although with somewhat weaker formulations, hav

19、e been made in a few other countries, notably Norway and the United Kingdom. J. As bully/victim problems have gradually been placed on formal school agendas in many countries, a number of suggestions about their handing and prevention have been proposed. Some of these suggestions and approaches seem

20、 ill-conceived or even counterproductive, such as excessive focus on changing the victims behavior to make them less vulnerable to bullying. Others appear meaningful and potentially useful. A key problem, however, is that most of them have either not had positive results or have not been subjected t

21、o proper evaluation. Therefore it is difficult to know which measures actually work and which do not. Yet it is the results that count, not how adults might ,feel about using a programme. K. The situation is well illustrated by the following. Recently, a US expert committee under the leadership of a

22、 respected criminologist, Professor Delbert Elliott, systematically evaluated more than 400 violence (or problem-behavior) prevention programmes. Only 10 of the programmes (four of which were school-based) satisfied the specified minimum criteria of the evaluation. These criteria were that they coul

23、d show documented successful results, that the positive effects had lasted at least a year and that the programme had produced positive results in at least one site beyond the original one. These “Blueprint“ or model programmes are now being implemented in a number of sites with financial support fr

24、om the US Office of Juvenile Justice and Delinquency Prevention. L. Bullying Prevention Programme, founded by Dan Olweus of the University of Bergen, is one of the 10 US Blueprint programmes and was the programme selected by the Norwegian committee. In this programme, the tools are quite straightfor

25、ward, ranging from adult awareness and parent meetings to classroom roles against bullying, followed up by regular classroom meetings with the students. M. The first evaluation of the use of the intervention programme was based on data from approximately 2,500 students (aged 11-14) in 42 primary and

26、 lower secondary/junior high schools in Bergen, Norway. The subjects of the study were followed over a period of two and a half years, from 1983 to 1985. The main findings were threefold. First, there were marked reductions-by 50% or more-in bully/victim problems for the periods studied, which inclu

27、ded 8 and 20 months of intervention. Second, clear reductions were recorded in general antisocfal behavior, such as destruction, fighting, pilfering, drunkenness and truancy. And third, the social climate of the classroom was greatly improved, while student satisfaction with school life rose too. N.

28、 The Norwegian government has now decided to offer the Bullying Prevention Programme to all comprehensive schools in Norway. A key element of the new proposal is the establishment of educational teacher discussion groups at each school. These groups will receive training and supervision from special

29、 trainer candidates, who in turn are trained and supervised by the Group for the Prevention of Bullying and Antisocial Behavior at the University of Bergen. In this way, it will be possible to reach out to a larger number of schools in a relatively short time. 2 Making rude gestures towards others i

30、s not a bullying behavior. （ A） Y （ B） N （ C） NG 3 Bullying has existed at school for a long time. （ A） Y （ B） N （ C） NG 4 Bully problem is definitely more serious than what these surveys figures have shown. （ A） Y （ B） N （ C） NG 5 The teenagers who conduct bullying in school will commit crimes in t

31、heir adulthoods. （ A） Y （ B） N （ C） NG 6 According to the surveys in Scandinavia, there are more _ than bullies among students. 7 Competition for grades and other pressures are supposed to take the responsibility of _. 8 Although many countries have placed bully problems on formal agendas, some sugg

32、estions about handling and prevention still seem _. 9 Overall, about _ % of the problem-behavior prevention programmes generated satisfying results. 10 One of the main findings of evaluating the use of intervention programme is _ in general 11 antisocial behavior. Section A Directions: In this secti

33、on, 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

34、 four choices marked A, B, C and D, and decide which is the best answer. （ A） She is not good at writing. （ B） She is probably upset. （ C） She has called to talk about her problem. （ D） She has found out whats troubling her. （ A） Most people enjoy visiting museums. （ B） Most of them need a special d

35、iscount to save money. （ C） There might be varied opinions. （ D） They should not miss the opportunity. （ A） He has just bought a property there. （ B） His rich uncle asked him to take care of his property there. （ C） He has been left a big fortune there. （ D） He wishes to make a fortune there one day

36、. （ A） Play golf. （ B） Play tennis. （ C） Stay home. （ D） Go boating （ A） Rome. （ B） London. （ C） Madrid. （ D） Paris. （ A） At the west end of a street. （ B） To the east of the traffic light. （ C） Just behind a brown-brick building. （ D） On the west side of a square. （ A） She has to read a lot of lite

37、rature books. （ B） She has failed to meet the deadline for her reading assignment again. （ C） The Eastern Literature books are too difficult to understand. （ D） She feels regretful that she has been taking a wrong course. （ A） They will ask Mr. Smith paint their house. （ B） They will paint their hou

38、se on their own. （ C） They will hire someone to paint the house. （ D） They will buy their neighbors newly painted house. （ A） About which house to buy. （ B） About which school to send their children to. （ C） About whether to buy the sailing-boat. （ D） About how to decorate the new house. （ A） Becaus

39、e he enjoys traveling from home to office everyday. （ B） Because the city air is polluted. （ C） Because he doesnt like the crowded houses and strange neighbors in the city. （ D） Because he has a romantic feeling about nature. （ A） London. （ B） East Colchester. （ C） In the town center. （ D） Near the

40、village. （ A） A comparison between conscious and unconscious behavior patterns. （ B） Recent developments in psychology research. （ C） Reasons for certain behavior patterns. （ D） Reasons for being late. （ A） He feels angry. （ B） He wants to be noticed. （ C） Hes reluctant to meet his friends. （ D） Hes

41、 very nervous. （ A） Hes late for social occasions but not for work. （ B） Hes a quiet person but likes to make grand entrances. （ C） He expects others to be on time but is usually late himself. （ D） He loses pay for being late for work but doesnt mind it. （ A） Trying to let Mark know about his proble

42、m. （ B） Helping Mark relax and be more comfortable in a group. （ C） Waiting fifteen minutes and then leaving without Mark. （ D） Telling Mark to come earlier than the planned meeting time. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear

43、 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. （ A） Because work can relieve most people of boredom. （ B） Because work brings money and makes holidays affordable. （ C

44、） Because work brings us profound delights. （ D） Because some work are very interesting. （ A） Because they find some work exceedingly dull. （ B） Because they find work less painful than idleness. （ C） Because they have too much leisure and dont know how to kill time. （ D） Because they have to work a

45、s hard as if they were poor. （ A） Idleness is more painful than dull work. （ B） The rich suffer more than the working people. （ C） Work is desirable to everybody. （ D） One must find some interesting work to do. （ A） He suggests charging a heavier fee for dog ownership. （ B） He strongly objects to ra

46、ising large, fierce dogs. （ C） He objects to raising dogs as pets in cities. （ D） He demands the dog owners to take better control of their dogs. （ A） They are vain, selfish people. （ B） They seem to have psychological trouble. （ C） They are shy and cowardly. （ D） They are inconsiderate about other

47、peoples needs. （ A） City governments. （ B） Lawmakers. （ C） The citizens of the city. （ D） Dog owners. （ A） To inform the job hunters of the opportunities available. （ B） To help design classified ads in the newspaper. （ C） To classify available jobs into various categories. （ D） To help job hunters

48、write impressive application letters. （ A） There is a fierce competition for the top-level jobs. （ B） There are so many people out of work. （ C） The job history is considered a good reflection of the job hunter. （ D） New graduates without work experience are unwanted. （ A） To write an-initial letter

49、 giving a full job history. （ B） To pass certain exams before applying for a job. （ C） To be able to read and write. （ D） To keep any detailed information until they came for an interview. （ A） An aggressive comment on the companys practice. （ B） A sophisticated opinion about the organization one was trying to join. （ C） Something that would make ones application unique. （ D） A university diploma. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the fir