[外语类试卷]大学英语六级模拟试卷611及答案与解析.doc

《[外语类试卷]大学英语六级模拟试卷611及答案与解析.doc》由会员分享，可在线阅读，更多相关《[外语类试卷]大学英语六级模拟试卷611及答案与解析.doc（46页珍藏版）》请在麦多课文档分享上搜索。

1、大学英语六级模拟试卷 611及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed 30 minutes to write a composition on the topic: Ability and Good Looks. You should write at least 150 words following the outline given below: 1老一辈常说，能力 比相貌重要 2如今很多人却认为相貌比能力重要 3你的看法 二、 Part II Reading Co

2、mprehension (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 NO) if t

3、he statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Whats a better teaching method? Jim Munchs experience LAST spring, when he was only a sophomore, Jim Munch received a plaque honoring him as top scorer on the high scho

4、ol math team here. He went on to earn the highest mark possible, a 5, on an Advanced Placement exam in calculus. His ambition is to become a theoretical mathematician. So Jim might have seemed the veritable symbol for the new math curriculum installed over the last seven years in this ambitious, edu

5、cated suburb of Rochester. Since seventh grade, he had been taking the “constructivist“ or “inquiry“ program, so named because it emphasizes pupils constructing their own knowledge through a process of reasoning. Jim, however, placed the credit elsewhere. His parents, an engineer and an educator, co

6、vertly tutored him in traditional math. Several teachers, in the privacy of their own classrooms, contravened the official curriculum to teach the problem-solving formulas that constructivist math denigrates as mindless memorization. “My whole experience in math the last few years has been a struggl

7、e against the program,“ Jim said recently. “Whatever Ive achieved, Ive achieved in spite of it. Kids do not do better learning math themselves. Theres a reason we go to school, which is that theres someone smarter than us with something to teach us.“ The constructivist math Such experiences and emot

8、ions have burst into public discussion and no small amount of rancor(怨恨 ) in the last eight months in Penfield. This community of 35 000 has become one of the most obvious fronts in the nationwide math wars, which have flared from California to Pittsburgh to the former District 2 on the Upper East S

9、ide of Manhattan, pitting progressives against traditionalists, with nothing less than Americas educational and economic competitiveness at stake. In these places and others, groups of parents have condemned constructivist math for playing down such basic computational tools as borrowing, carrying,

10、place value, algorithms, multiplication tables and long division, while often introducing calculators into the classroom as early as first or second grade. Such criticism has run headlong into the celebration of constructivism by the National Council of Teachers of Mathematics and such leading teach

11、er-training institutions as the Bank Street College of Education. The strife has taken on a particular intensity here in Penfield, perhaps, because the town includes an unusually large share of engineers and scientists, because of the proximity(接近 ) of companies like Xerox, Kodak and Bausch 【 B4】_ t

12、hese new information technologies to engineering and science instruction is a great 【 B5】 _ for teachers and researchers. Although the effectiveness and 【 B6】 _ of new information technologies on education are not yet well 【 B7】_ and documented the promises and 【 B8】 _ they hold for improving educat

13、ion are exciting. For example, 【 B9】 _ . Students at home and in work places can have access to learning material at any time. 【 B10】 _Students can work on learning materials at their own pace and discuss them with other people when they have questions. In other words, 【 B11】_ 37 【 B1】 38 【 B2】 39 【

14、 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 passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through car

15、efully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item with a single line through the center. You may not use any of the words in the bank more than once. 47 The concept of obtaining fresh water from icebergs that are

16、towed to populated areas and arid regions of the world was once treated as a joke more appropriate to cartoons than real life. But now it is being【 C1】 _ quite seriously by many nations, especially since scientists have warned that the human race will【 C2】 _ its fresh water supply faster than it run

17、s out of food. Glaciers are a possible 【 C3】 _ of fresh water that has been overlooked until recently. Threequarters of the Earths fresh water supply is still tied up in glacial ice, a reservoir of【 C4】 _ fresh water so immense that it could 【 C5】 _ all the rivers of the world for 1,000 years. Float

18、ing on the oceans every year are 7,659 trillion metric tons of ice encased in 10,000 icebergs that break away from the polar ice caps, more than ninety percent of them from Antarctica. Huge glaciers that【 C6】 _ over the shallow continental shelf give birth to icebergs throughout the year. Icebergs a

19、re not like sea ice, which is formed when the sea itself freezes, rather, they are formed【 C7】 _ on land, breaking off when glaciers spread over the sea. As they drift away from the polar region, icebergs sometimes move mysteriously in a direction【 C8】 _ to the wind, pulled by subsurface currents. B

20、ecause they melt more slowly than smaller pieces of ice, icebergs have been known to drift as far north as 35 degrees south of the equator in the Atlantic Ocean. To control them and【 C9】 _ them to parts of the world where they are needed would not be too difficult. The. difficulty arises in other te

21、chnical matters, such as the prevention of rapid melting in warmer climates and the funneling (传送 ) of fresh water to shore in great volume. But even if the icebergs lost half of their volume in towing, the water they could provide would be far cheaper than that produced by desalinization (脱盐 ), or【

22、 C10】_ salt from water. A) removing B) stretch C) deriving D) entirely E) untapped F) resource G) outgrow H) opposite I) approximately J) considered K) similar L) source M) ensured N) sustain O) steer 48 【 C1】 _ 49 【 C2】 _ 50 【 C3】 _ 51 【 C4】 _ 52 【 C5】 _ 53 【 C6】 _ 54 【 C7】 _ 55 【 C8】 _ 56 【 C9】 _

23、57 【 C10】 _ 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. 58 The forest from which man takes his timber is the talles

24、t and most impressive plant community on Earth. In terms of mans brief life it appears permanent and unchanging, save for the seasonal growth and fail of the leaves, but to forester it represents the climax of a long succession of events. No wooded landscape we see today has been forest for all time

25、. Plants have minimum requirements of temperature and moisture and, in ages past, virtually every part of Earths surface has at some time been either too dry or too cold for plants to survive. However, as soon as climatic conditions change in favor of plant life, a fascinating sequence of changes oc

26、curs, called a primary succession. First to colonize the barren land are the lowly lichens, surviving on bare rock. Slowly, the acids produced by these organisms crack the rock surface, plant debris accumulates, and mosses establish a shallow root-hold. Ferns may follow and, with short grasses and s

27、hrubs, gradually form a covering of plant life. Roots probe even deeper into the developing soil and eventually large shrubs give way to the first trees. These grow rapidly, cutting off sunlight from the smaller plants, and soon establish complete domination-closing their ranks and forming a climax

28、community which may endure for thousands of years. Yet even this community is not everlasting. Fire may destroy it outright and settlers may cut it down to gain land for pasture or cultivation. If the land is then abandoned, a secondary succession will take over, developing much faster on the more h

29、ospitable soil. Shrubs and trees are among the early invaders, their seeds carried by the wind, by birds and lodged in the coats of mammals. For as long as it stands and thrives, the forest is a vast machine, storing energy and many elements essential for life. 58 What does the forest strike mankind

30、 as permanent? （ A） The trees are in community. （ B） The forest is renewed each season. （ C） Mans life is short in comparison. （ D） It is an essential part our lives. 59 What has sometimes caused plants to die out of the past? （ A） Interference from foresters. （ B） Variations in climate. （ C） The ab

31、sence of wooded land. （ D） The introduction of new type of plants. 60 In a “primary succession“, what makes it possible for mosses to take root? （ A） The type of rock. （ B） The amount of sunlight. （ C） The amount of moisture. （ D） The effect of lichens. 61 What conditions are needed for shrubs to be

32、come established? （ A） Ferns must take root. （ B） The ground must be covered with grass. （ C） More soil must accumulate. （ D） Smaller plants must die out. 62 Why is a “secondary succession“ quicker? （ A） The ground is more suitable. （ B） There is more space for new plants. （ C） Birds and animals bri

33、ng new seeds. （ D） It is supported by the forest. 63 In recent years, we have all watched the increasing commercialization of the campus. The numerous advertising, posters and the golden arches of fast food outlets may be an insult to our aesthetic sensibilities, but they are, arguably, no worse tha

34、n ugly. Some of the other new features of commercialized campus life do, however, constitute a serious threat to things we rightly respect. “Privatization“ and the “business model“ are the potential menace. What do these notions mean? To me, they involve an increased dependence on industry and chari

35、table actions for operating the university; an increased amount of our resources being directed to applied or so-called practical subjects, both in teaching and in research; a proprietary(所有权的，所有人的 ) treatment of research results, with the commercial interest in secrecy overriding the publics intere

36、st in free, shared knowledge; and an attempt to run the university more like a business that treats industry and students as clients and ourselves as service providers with something to sell. We pay increasing attention to the immediate needs and demands of our “customers“ and, as the old saying goe

37、s, “the customer is always right“. Privatization is particularly frightening from the point of view of public well-being. A researcher employed by a university-affiliated hospital in Canada, working under contract with a medicine-making company, made public her findings that a particular drug was ha

38、rmful. This violated the terms of her contract, and so she was fired. Her dismissal caused a scandal, and she was subsequently restored to her previous position. The university and hospital in question are now working out something similar to tenure(终身任职 )for hospital-based researchers and guideline

39、s for contracts, so that more public exposure of privately funded research will become possible. This is a rare victory and a small step in the right direction, but the general trend is the other way. Thanks to profit-driven private funding, researchers are not only forced to keep valuable informati

40、on secret, they are often contractually obliged to keep discovered dangers to public health under wraps, too. of course, we must not be too naive about this. Governments can unwisely insist on secrecy, too, as did the British Ministry of Agriculture, Fisheries, and Food in the work they funded in co

41、nnection with the bovine spongiform encephalopathy(牛脑海绵体病 ) epidemic. This prevented others from reviewing the relevant data and pointing out that problems were more serious than government was letting on. 63 From the first, paragraph we can learn that the campus life has become _. （ A） more conveni

42、ent （ B） rather ugly （ C） somewhat harmful （ D） no more aesthetic than before 64 Privatization and the “business model“ in this passage most probably mean _. （ A） potential menace to life （ B） new features of campus life （ C） new trend on campus （ D） dependence on industry and charities 65 The autho

43、r believes that we should pay _. （ A） little attention to applied subjects （ B） due attention to the public interest in free, shared knowledge （ C） more attention to the immediate needs and demands of our customers （ D） considerable attention to the commercial interest in the secrecy of research res

44、ults 66 The researcher mentioned in the third paragraph was fired because _. （ A） she worked for the rival of the company （ B） she failed to keep her research results secret （ C） she was obliged to keep her discoveries secret （ D） she was committed to a contract with a company 67 It is implied in th

45、e passage that _. （ A） the general public is too naive to accept the “privatization“ （ B） the notion that “the customer is always right“ is out of date （ C） it is a general trend that there will be more public disclosure of privately funded research （ D） the bovine spongiform encephalopathy epidemic

46、 in Britain was more serious than what was disclosed 三、 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. You should choose the ONE that best fits into the passage. 67 International airlines have rediscover

47、ed the business travelers, the man or woman who regularly jets from country to country as part of the job. This does not【 C1】_mean that airlines ever abandoned their business travelers.【 C2】 _, companies like Lufthansa and Swissair would rightly argue that they have always【 C3】_best for the executiv

48、e-class passengers.【 C4】 _many lines could be accused of concentrating too heavily in the recent past【 C5】 _attracting passengers by volume, often at the【 C6】 _of regular travelers. Too often, they have seemed geared for quantity【 C7】 _than quality. Operating a major airline in the 1980s is essentially a(n)【 C8】 _of finding the right mix of passengers. The airlines need to fill up the back end of their wide-bodied jets with passengers paying a【 C9】 _fare, without forgetting that the front end should be filled with people who pay【 C10】 _more for their tickets. It is no【 C11】 _that the two