[外语类试卷]大学英语六级模拟试卷841及答案与解析.doc

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1、大学英语六级模拟试卷 841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 entitled Global Warming. You should write at least 150 words following the outline given below： 1全球变暖对地球环境造成了很大影响 2但仍然有不少人认为全球变暖离我 们很遥远 3我的观点 Global Warming 二、 Part II Reading Compr

2、ehension (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 the

3、statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Students Without Borders American students abroad are hardly rare:a report by the American Council on Education found that the number of U. S. institutions offering overse

4、as opportunities rose from 65% in 2001 to 91% in 2006. Most of these programs range from a single week to several months. But a new internationalism is spreading across American campuses, with an increasing number of colleges now offering their students degrees in conjunction with a partner institut

5、ion in another country. In some cases, students get two separate degrees; less frequently they get a single shared degree from both schools. But whatever the definition. it is clear that many educators and administrators see these programs as the new shape of higher education. Students like them, to

6、o. Emily Burchfield. a 21-year-old Clemson University senior, will have spent almost half her undergraduate years in Europe and eventually will earn two separate degrees in economics from two universities:Clemson in South Carolina and Belgiums prestigious University Catholiquc de Louvain. Burchfield

7、, who loves studying in Europe, finds herself bursting into joyful laughter as she bikes around the Dutch city of Maastricht or prepares meals in her dorm kitchen. “On my corridor alone there are students from Brazil, France, Hong Kong, Turkey. Italy, and Japan, “ she says. “We all come from such di

8、fferent places and cultures, but we share powerful experiences here. Living with people from all over the world teaches you tolerance and understanding its a powerful tool for peace. “ “The popularity of these programs really surprised us, “ says Frank Frankfort, coordinator of the European Union-Un

9、ited States Atlantis Program. The three-year-old Atlantis program has provided a significant portion of the seed money for projects like Clemsons. In this collaborative funding venture between the EU and a U. S. government department, both sides have allocated about $4. 5 million each in grants. Ame

10、rican participants pay their school fees at home and Washington awards travel payments of about $5, 000 a semester to U. S. citizens or permanent residents. European students who come to the U. S. get similar grants from the EU. Atlantis is currently funding up to 18 international projects and is co

11、nsidering about 75 funding requests for 2009-2010t many other universities have launched programs with other funding sources. One of Atlantiss recent grant recipients： Bentley Universitys international bachelors in information management(I. B. I. M. )degree. Undergrads accepted into the program spen

12、d a total of four terms(two academic years)at the Waltham, Mass. . business school; three terms at the University of Tilburg in the Netherlands; and a term at Spains Deusto University. They will graduate with a Bachelor of Science in management from Bentley and a Bachelor of Science in information s

13、ystems from Tilburg. “We started this because we feel that students need to know and understand business around the world, “ says Mary Ann Robbert. an associate professor at Bentley and a grant writer for the program. “It really puts a stamp on them when they apply for different positions it shows t

14、hey can function anywhere. “ Students enrolled in the program share Robberts hope that their degree mix will open new career opportunities. Sophomores Lisa Luk and Wilder Baird, both 19. said shortly before leaving for their first term at Tilburg that they were attracted by the idea of cultural imme

15、rsion as well as the opportunity to put something different on their resumes. Luk looks forward to the academic challenges; Baird hopes to put himself on track for an M. B. A. and a job across the Atlantic. “College has been so much better than I expected. “ says Baird. “Im hoping Europe will be the

16、 same. “ Classes at Tilburg will be taught in English. but the Bentley classes are still expected to take a course in Dutch and to have some Spanish proficiency for their Deusto stint. Indeed, many but not all double-degree programs are taught in English. Other popular languages are French or German

17、. Those in the Clemson program, for example, are taught in French at Louvain and are also expected to take a Dutch course in Maastricht. “We want them to be cultural participants, not cultural observers. “ says Mark McKnew. a management professor at Clemsons business college. For the Clemson student

18、s, that opportunity is one of the best parts of the program. “I havent really had any problems with the language requirements, “ Kelley Jonkoff, 22, said in an e-mail. “It takes me longer to read my texts in French, and there are moments when Im not as articulate as I would like to be when writing e

19、xams in French, but overall everything is more than manageable. “ And, yes, she loves the fact that being in Europe allows her to travel to different countries on weekends. Undergrads who opt for a double degree can expect to work harder and face a more rigid curriculum than their single-degree coun

20、terparts. For the colleges, bureaucracy and quality control can be a problem. as each institution has to agree on standards, selectivity, continuity, and course structure. Jan Helge Bohn. an associate professor in mechanical engineering at Virginia Tech, for example, recalls that his university had

21、to get 10 different academic departments to sign off on a partnership program with the Darmstadt University of Technology in Germany. Peggy Blumenthal, executive vice president for the New York-based Institute of International Education(IIE), notes that U. S. students are less interested in spending

22、 long periods abroad than their international counterparts are in coming to the U. S. Case in point: the State University of New Yorks(SUNY)partnership with nine Turkish universities in a dual diploma program. The SUNY-Turkey program has grown swiftly since its launch in 2000; some 1, 800 students a

23、re now enrolled, and almost 240 graduated in 2009. All the traffic, though, is one way Turkish students have come to New York, but no American students have gone to Turkey so far. Educators are now focused on equalizing the flow. For students who want more latitude than the double-degree programs al

24、low, other opportunities are expanding, too. “By the mid-21st century, students will be spending a lot more time abroad, “ says Sally Blount, dean of the undergraduate college at New York Universitys Stern School of Business. Blount has initiated two new degree options for Stern students since 2008;

25、 a world-studies track and a B. S. in business and political economy that takes students on extended stays in Europe, Asia, and Latin America. An increasing number of universities, encouraged by the interest and supporting fund, are trying to develop additional international exchange programs. For e

26、arly adopters like Burchfield, Baird, Luk, and Jonkoff, that can only be welcome news. “Internationalism, “ says Blount, “will be the new model for undergraduate education. “ 2 What do we learn about the new shape of higher education? （ A） Overseas study programs last from a single week to several m

27、onths. （ B） The two institutions always share one single degree. （ C） American students started to study abroad in 2001. （ D） More programs offer a second degree of another domestic university. 3 Why could international students be helpful to peace according to Emily Burchfield? （ A） They all try to

28、 be powerful. （ B） They learn tolerance and understanding. （ C） They are able to speak foreign languages. （ D） They have courses on politics. 4 What makes Frank Frankfort feel surprised according to the passage? （ A） The fame of Atlantis program. （ B） The reputation of the institutions. （ C） The wid

29、e acceptance of the programs. （ D） The preferential enrollment policies. 5 What is the expectation of students enrolled in the student exchange program? （ A） High position in top management. （ B） Permanent residency in other countries. （ C） More career opportunities. （ D） Political participation cha

30、nces. 6 Why are many classes in foreign partner institutions taught in other languages instead of English? （ A） Most students have poor proficiency in English. （ B） It is one aspect of the language requirements. （ C） The exchange curricula provide multiple focuses. （ D） It aims to make the students

31、really participate in the culture. 7 What could be a trouble colleges are facing to give a double degree? （ A） Enrollment rate. （ B） Quality supervision. （ C） Inappropriate evaluation. （ D） Unnecessary procedures. 8 What causes the imbalance of student mobility according to Peggy Blunienthal? （ A） F

32、oreign students would like to stay at home. （ B） American students are reluctant to stay abroad. （ C） Foreign students are eager to immigrate to the U. S. （ D） International students have various culture shocks. 9 Faced with the imbalance of student mobility, American educators are concentrating on_

33、. 10 More and more universities are planning to develop international exchange programs encouraged by_. 11 According to Blount, _will become the new style for higher education. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each con

34、versation, 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 marked A, B, C and D, and decide which is the best answer. （ A） The woman

35、did not accept the job offer. （ B） The woman does not like her new job. （ C） The woman is planning to start a new job. （ D） The woman is looking for a job at a different bank. （ A） She should go home now to get the CD. （ B） She can return the CD to Tom later. （ C） She can borrow a CD from Tom when s

36、he sees him in class. （ D） She should not have taken Toms CD home with her. （ A） Rent the apartment she saw first. （ B） Visit her new neighbors. （ C） Look at other apartments before deciding. （ D） Write a check for the rent. （ A） No one has recently seen her. （ B） She is spending a lot of time in th

37、e library. （ C） She is avoiding the man. （ D） She has left for vacation. （ A） He decides not to sell the piano. （ B） Hes looking for a right piano. （ C） He hasnt sold his piano yet. （ D） He hasnt found a piano yet. （ A） She has canceled her trip to the north. （ B） The snow storm is getting weaker. （

38、 C） The mans information isnt accurate. （ D） They may also get a lot of snow. （ A） Put a little more pepper in the stew. （ B） Taste the stew to see if it needs pepper. （ C） Check the recipe again. （ D） Serve the stew as it is. （ A） She wants to know where Tom heard the stories. （ B） Shes surprised T

39、om was so serious last night. （ C） Tom doesnt usually tell funny stories. （ D） The stories probably werent true. （ A） They may exaggerate the actual sports achievements. （ B） They cant get the exact first-hand information. （ C） They try to create images for artistic works. （ D） They cant distinguish

40、 right from wrong. （ A） Devoting full time to training. （ B） Altering genes to produce better athletes （ C） Developing new types of hi-tech equipments. （ D） Applying new ways in training athletes. （ A） The achievement athletes make. （ B） Sports achievement and human potential. （ C） Newspapers and TV

41、 reports. （ D） A science fiction about sports. （ A） It is a selfless business investor. （ B） It is an investor on big businesses. （ C） It is a business investor expecting a good return. （ D） It is a business investor who is successful. （ A） The former gets higher return. （ B） The former is usually l

42、arger. （ C） The former asks for lower interest. （ D） The former is of higher risk. （ A） The network of business angels. （ B） The location of the company. （ C） The business owners personality. （ D） The companys advertisement. （ A） He might do more business with the company. （ B） He will not interfere

43、 any business of the company. （ C） He might involve himself in managing the company. （ D） He will ask his subordinate to supervise the company. 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 qu

44、estions 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） Laughing for no reason at all. （ B） Sleeping until waking up naturally. （ C） Doing exercise with lots of people. （ D） Singing a song for each other. （ A） Lowe

45、r blood pressure. （ B） Improve our defenses against illness. （ C） Make people younger. （ D） Cure diseases without medicine. （ A） Tired. （ B） Excited. （ C） Nervous. （ D） Relaxed. （ A） Its a long-term program. （ B） It can improve your brains function. （ C） Its beneficial to physical health. （ D） It ca

46、n cure serious mental problem. （ A） Her memory tested as average for her age. （ B） She put on lots of weight. （ C） She got a job as a math tutor. （ D） Her memory was equal to a 20-year-old person. （ A） They think the research is perfect. （ B） They feel cautiously optimistic. （ C） They think the stud

47、y is ridiculous. （ D） They feel the results are important. （ A） The lack of national academic standards. （ B） The lack of sufficient financial support. （ C） The lack of qualified teachers. （ D） The lack of creative teaching methods. （ A） It may attract more and more investment to the states. （ B） It

48、 brings the states more freedom for education reform. （ C） It helps the states compete for federal financial support. （ D） It makes American students more and more competitive. （ A） They would violate the United States Constitution. （ B） They may add financial burden to the federal government. （ C）

49、They could limit the ability of teachers to be creative. （ D） They prevent the individual development. （ A） Supportive. （ B） Negative. （ C） Neutral. （ D） Ambiguous. 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