[外语类试卷]大学英语六级模拟试卷564及答案与解析.doc

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1、大学英语六级模拟试卷 564及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a short essay on the topic of On Internet Addict. You should write at least 150 words according to the outline given below. 1网络丰富和便利了人们的生活 2很多人开 始对网络形成依赖 3我对此的看法 On Internet Addict 二、 Part II Rea

2、ding 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 the information given in the passage; N (for N

3、O) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 In or Out? British further education colleges did not traditionally have any concerns about student dropout, because the origins of the sector were in vocational

4、 apprenticeship training for employers where the apprentices could not drop out without endangering their job. In the 70s, this sector began to expand into more general education courses, which were seen both as an alternative to school for 16 to 18-year-old and a second chance for adults. The philo

5、sophy was mainly liberal with students regarded as adults who should not be heavily monitored, but rather free to make their own decisions; it was not uncommon to hear academic staff argue that attendance at classes was purely voluntary. In the 80s, with an increased consciousness of equal opportuni

6、ties, the focus of the further education colleges moved to widening participation, encouraging into colleges students from previously under-represented groups, particularly from ethnic minorities. This, in turn, led to a curriculum which was more representative of the new student body. For example,

7、there were initiatives to ensure the incorporation of literature by black writers into A-level literature courses; history syllabuses were altered to move beyond a purely Eurocentric view of the world; and geography syllabuses began to look at the politics of maps. A turning point came in 1991 with

8、the publication of a report on completion rates by the government inspection body for education, Her Majestys Inspectorate for England and Wales, (HMI 1991). However, this report was based on academic staffs explanations of why students had left. It suggested that the vast majority left either for p

9、ersonal reasons or because they had found employment and that only 10% left for reasons that could in any way be attributed to the college. Meanwhile, Britain had been going through the Thatchers revolution and, in parallel to the Reagan politics of the US, a key principle was the need to reduce tax

10、ation drastically. At this point (and to a large extent still), further and higher education colleges were almost entirely funded from the public purse. There had been many cuts in this funding through the 80s, but no one had really looked at value for money. However, in the early 90s, the Audit Com

11、mission with Office of Standards in Education (OFSTED) (the new version of HMI) turned the spotlight onto further education and published a seminal report, Unfinished Business (Audit Commission and OFSTED 1993), which showed that drop-out was happening on a significant scale and, crucially given the

12、 politics of the time, attributed a cost to the state of 500 million, arguing that this was a waste of public (i.e. taxpayers) money. To quote Yorke (1999), non-completion became political. The Audit Commission report coincided with government moves to privatize the functions of the state as much as

13、 possible; and with the decision to remove further education from the control of local government and give it a quasi-dependent status, where colleges were governed by independent boards of governors bidding to the state for funding to run educational provision. As part of this, a new series of prin

14、ciples for funding and bidding were developed (FEFC 1994) which incorporated severe financial penalties for student dropout. In essence, the system is that almost all the state funding is attached to the individual student. There is funding for initial advice and guidance, on-course delivery and stu

15、dent achievement, but if the student drops out, the college loses that funding immediately, so that loss of students in the first term leads to an immediate loss of college funding for the other two terms. Not surprisingly, this focused the concern of colleges immediately and sharply on the need to

16、improve student retention rates. Recently, therefore, there has been considerable effort to improve retention but, as Martinez (1995) pointed out, there was no body of research on which to base strategies. An additional complexity was that colleges had been slow to computerize their student data and

17、 most colleges were in the position of not knowing what their retention rates were or any patterns involved. Where data did exist it was held separately by either administrative or academic staff with poor communication between these groups. Colleges, however, jumped into a number of strategies base

18、d largely on experience, instinct and common sense and publication of these began. (Martinez 1996; Martinez 1997; Kenwright 1996; Kenwright 1997) The main strategies tried are outlined in the literature as summarized by Martinez (1996). These include sorting activities around entry to ensure best fi

19、t, supporting activities including child care, financial support and enrichment/learner support, and connecting activities to strengthen the relationship between the college and the student, including mentoring and tutorials and activities to transform the student, and including raising of expectati

20、ons and study/career development support and tutoring. 2 The report Unfinished Business_. （ A） turned the spotlight （ B） gave 500 million to the state （ C） linked drop-out to wasting money （ D） pointed out the politics of the time 3 The new series of principles developed in 1994 by the FEFC_. （ A） w

21、as quasi-independent （ B） gave money to each student （ C） was aimed at improving teacher retention rate （ D） meant colleges had to turn their immediate attention to improving student retention rates 4 Why were attempts to reduce the student drop-out rate hindered? （ A） Because colleges had no patter

22、ns. （ B） Because computers in colleges were slow. （ C） Because colleges did not know what to do. （ D） Because there was a lack of research data on which to base strategies. 5 Further hindrances in reducing the student drop-out rate were_. （ A） colleges slowness in computerizing data and not knowing

23、their retention rates, nor what patterns of retention existed （ B） colleges not knowing their retention rates or where the patterns were （ C） computer glitches and strikes, which occurred at most colleges （ D） college inertia and administrative incompetence 6 Colleges strategies to deal with the pro

24、blem of low retention_. （ A） jumped （ B） varied enormously （ C） based on something other than data （ D） brought administrative and academic staff together 7 The main strategies to improve retention included_. （ A） best-fit supporting activities （ B） activities to support and transform the student （

25、C） the raising of college expectations （ D） a summary by Martinez 8 An influential report showing that non-completion rates are significantly high is published in （ A） 1991 （ B） 1993 （ C） 1994 （ D） 1995 9 Further education colleges in Britain were originally not worried about student dropout, becaus

26、e students did not leave college for fear of_. 10 The HMIs report focused on completion rates, based on_of reasons for students departure from college. 11 In the early 1990s, the political situation, both in Britain and the US, demanded a drastic _. Section A Directions: In this section, you will he

27、ar 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 m

28、arked A, B, C and D, and decide which is the best answer. （ A） The man must wait for two hours to buy a ticket. （ B） The man can buy a standing-room ticket tomorrow. （ C） It is too late for the man to buy a ticket for the concert. （ D） People have already been standing in line for two hours. （ A） He

29、 is a serious person. （ B） He is easy to lose temper. （ C） He is generous to students. （ D） His exam questions are difficult. （ A） She will give the man a few travelers checks. （ B） More travelers will go to Europe on holidays. （ C） Travelers checks may be very useful on holidays. （ D） The man shoul

30、d bring cash with him on holidays. （ A） He has edited three books. （ B） He has bought the wrong book. （ C） He has lost half of his money. （ D） He has found the chemistry book. （ A） She admitted her carelessness. （ B） She is not to blame. （ C） Shell accept all responsibility. （ D） Shell be more caref

31、ul next time. （ A） Buy the ticket at Seattle. （ B） Fly to Cleveland directly. （ C） Buy a domestic airline ticket. （ D） Take a connecting flight at Seattle. （ A） She will take a taxi home. （ B） Drive home in her own car. （ C） Edward will drive her home. （ D） She will ask Allen to send her home. （ A）

32、Shell definitely get a good grade because she didnt use Internet sources. （ B） She wonders how well shell perform on her paper for using Internet sources. （ C） Shell get a bad grade because she used Internet sources and something else. （ D） Shell probably do badly on her paper since she used nothing

33、 but Internet sources. （ A） Set up your own website. （ B） Consult the banks representatives. （ C） Try by making transfers. （ D） Check your statements. （ A） The person who is addicted to the Internet. （ B） The person who reads every label of the goods. （ C） The person who wants to buy fruit. （ D） The

34、 person who is not picky. （ A） The famous brands. （ B） The cereals. （ C） Computers. （ D） Meat. （ A） An expedition in Antarctica. （ B） An experiment in Antarctica. （ C） The formation of the Larsen Ice Shelf. （ D） The breaking-off part of the Larsen Ice Shelf. （ A） They refute current scientific theor

35、ies. （ B） They have destroyed research facilities. （ C） They could be a sign of global warming. （ D） They are disturbing Antarctic bird habitats. （ A） No melting has been observed. （ B） The past several winters have been unusually severe. （ C） Nothing unusual has happened in other parts of Antarctic

36、a. （ D） The ice shelf had remained intact for centuries despite the weather. （ A） Warmer water temperatures. （ B） Less aquatic life. （ C） A rise in ocean level. （ D） Colder winds. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some qu

37、estions. 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） Love. （ B） Conflict. （ C） Violence. （ D） Mystery. （ A） The main character gains his ends. （ B） The main character dies in

38、the end. （ C） The main character remains the same. （ D） The main character undergoes a change. （ A） We can understand life a little better. （ B） We can learn how to deal with people. （ C） We can find better ways to cope with conflicts. （ D） We can learn how bad persons can improve themselves. （ A） L

39、ack of money. （ B） The increased standard of living. （ C） No government help. （ D） Disagreement with their parents. （ A） The homeless are willing to live under a bridge or in a cardboard box. （ B） You will not find homeless people in countries with a high standard of living. （ C） The mentally-ill li

40、ve on the stress because they want the company of other homeless people. （ D） The unemployed who receive help may still be among the homeless. （ A） A cap. （ B） Acar. （ C） A home. （ D） A covering. （ A） The teachers did lots of writing on the board. （ B） The students were professors from a university.

41、 （ C） The teachers were invited to attend several lectures. （ D） The students were studying science and humanities. （ A） What to be taught in the humanities class. （ B） How to teach the students in the science class. （ C） Whether poetry is difficult for science students. （ D） Why many humanities stu

42、dents find science hard. （ A） Its easy for undergraduate students in science. （ B） Its difficult for graduate students in humanities. （ C） Its important for graduate students in humanities. （ D） Its common for undergraduate students in science. （ A） They should change the way they teach. （ B） A poet

43、ry class could be more informative. （ C） Their teaching was an enjoyable experience. （ D） A poem could be explained in clear definitions. 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 gener

44、al 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 y

45、ou have just heard or write down the 36 The Revolutionary War, which began officially on April 19, 1775, dragged on for more than six bitter years. It was a 【 B1】 _fought by the colonials for the honorable cause of securing freedom from intolerable British intervention in American affairs. When lega

46、l restrictions were 【 B2】 _by both the British and the colonists in 1775, nearly all American 【 B3】 _ commerce abruptly ceased. By mid-1775, the colonies faced acute shortages in such military【 B4】 _as powder and knives. Even salt, shoes, woolens, and linens were in short supply. Late in 1775, Congr

47、ess 【 B5】 _limited trade with the West Indies, mainly to buy arms and ammunitions, and trade with other non-British areas was on an 【 B6】 _basis by the spring of 1776. Nevertheless, the British maintained a fairly effective naval blockade of American ports, especially during the first two years of t

48、he war. Yet the colonies 【 B7】 _in international trade despite the blockade. Formal 【 B8】 _of commerce with France in 1778 and with Holland and Spain shortly thereafter stimulated the flows of overseas trade. Between 1778 and early 1782, American wartime commerce was at its prime time. 【 B9】 _. Even

49、 so, the flow of goods in and out of the colonies remained well below pre-war levels. 【 B10】 _. Even coastal trade was curtailed by a lack of vessels, by blockades, and by wartime freight rates. 【 B11】 _ 37 【 B1】 38 【 B2】 39 【 B3】 40 【 B4】 41 【 B5】 42 【 B6】 43 【 B7】 44 【 B8】 45 【 B9】 46 【 B10】 47 【 B11】 Section A Directions: In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully.