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四级真题详解
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中国四六级考试网 >> 模拟试题
新英语六级考试模拟试卷及答案(1)
http://www.china-cet.com        发布时间:2006-05-16 08:03:18
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注意:此模拟题专为今年180余所试点院校考生设计。

大学英语六级新题型考试(一)

    Part I Writing(30 minutes)

  Directions: For this part, you are allowed 30 minutes to write a short essay entitled To Curb Spending? You should write at least 150 words following the outline given below:

  1. 现在许多大学生花钱大手大脚

  2. 有人认为社会整体生活水平提高了,大学生花钱多一些无可厚非

  3. 你的看法

  Part ⅡReading 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 on Answer Sheet 1.

  For questions 14, mark

  Y (for YES) if the statement agrees with the 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.

  For questions 510, complete the sentences with the information given in the passage.

  Even as the economy improves, a jobless executive may face up to a year or more of unemployment. This is a lot of time, especially for hard-charging high-performers who are not used to having any free time. While some job seekers spend hundreds—even thousands—of hours discovering daytime television, others seem to thrive on activities that boost their professional careers or resolve family issues when they aren’t working.

  Having an extended period of free time in the prime of one’s life can in fact be a unique opportunity to focus on volunteer service, professional education or personal growth.

  Community Involvement

  For Lisa Perez, the wakeup call was burned pork chops. An executive who previously hadn’t been particularly interested in home and health had become obsessed with homemaking during a stint of unemployment.

  She realized that cleaning and organizing her home wasn’t helping her job search. Nevertheless, “I made lists of 50 things to do every day,” says Ms. Perez, a political and public-relations consultant in Scottsdale, Ariz. “My house was spotless, just so I’d have something to do.”

  One day, her boyfriend didn’t arrive on time for dinner because he had to work late, and her pork chops were ruined. She threw a fit. “I’d never been a person like that,” she says. “So I decided to stop feeling sorry for myself, and go out and do something productive.”

  Ms. Perez, 35, resolved to become an active volunteer for the duration of her search. She gave her time to a health-care concern, a housing program and a political campaign.

  The work bolstered her self-confidence. “Volunteering takes the focus off of you. One thing you have that’s still valuable is your time. And, of course, you learn that there are thousands of people with a life that’s much worse than yours,” she says.

  Volunteer assignments are also great ways to meet powerful and well-connected people. Over a six-month period, her volunteering evolved into working as a paid consultant and then as a full-time employee, a job she still holds today. In all, she was unemployed for eight months.

  Before her job loss, she thought she didn’t have time to volunteer while working. “Now, even though I have a demanding job, I still volunteer, because of what I got out of it,” says Ms. Perez.

  Continuing Education

  Gene Bellavance, a 36-yearold information-technology project manager, took another route during his unemployment. When he was laid off from a steel company near Cleveland, he knew his immediate prospects were bleak. He expected his search to take a year. He faced a decision: take a job that would set back his career or hold out for an offer he really wanted.

  Mr. Bellavance, single and virtually debt free, shifted his finances into survival mode. He cashed out his pension, sold his house, unloaded things he didn’t need at garage sales, and rented an apartment with a roommate. Then, he says, “I signed up for every benefit I could find.”

  But he wasn’t just waiting out the year. He spent the rest of his search updating his skills, including becoming certified in new database and project-management software. “You have to invest in yourself,” Mr. Bellavance says. “I estimated what technology was going to be the most beneficial and chose applications that were going to be pervasive, that were right for my market, and that were going to ensure top pay.”

  In addition to income from the occasional IT-consulting assignment, he relied on a combination of displaced-worker-retraining grants and unemployment benefits. “I went out and found the classes, submitted the paperwork, and dealt with the bureaucracy. You have to stay after them, keeping your benefits moving forward. It’s up to you to make it work with your overall transition plan,” he says.

  His job search was one month shy of the full year he’d expected. He looked for work during his training and says he would have finished the certification programs even if he’d been hired before completing them.

  “People should not feel guilty” about accepting government aid, he says. “I saw this in a lot of people. They felt they were some kind of loser for taking benefits. My advice is: Get all you can. You’ve been paying for these programs in your entire career, and you may as well start to benefit from them.”

  Family Matters

  In addition to pursuing training or volunteering, some displaced careerists use their time off work to attend to family matters. Many executives rediscover their children or find time to help their parents.

  Stanford Rappaport held three jobs in San Francisco, including high-tech and teaching positions. When he was laid off from the high-tech job last year, he knew it might be a long slog before he could get another post like it in the Bay Area. “I was able to do the math,” says Mr. Rappaport, 46. “The number of people laid off: huge; and the number of available jobs: miniscule. At the time, I thought it might be two or three years before the tech industry recovered.”

  Mr. Rappaport’s remaining job, a part-time faculty position with City College of San Francisco, didn’t pay enough to support him. After a couple of months of searching with no results, he decided to escape the Northern California jobs meltdown. “My plan,” he says, “was to get out of an expensive living situation, and either seek work in another section of the U.S. or overseas, for those two years.” Mr. Rappaport, who speaks five languages, had worked overseas before.

  Before he found an assignment, his Arkansas-based mother was diagnosed with a serious chronic illness, and he was called into duty as a son. Mr. Rappaport was able to help his mother get her affairs in order not to interrupt his search by using a San Francisco mail drop and cellphone. “I continued to look for work in California while I was in Fayetteville, Ark., helping my mother through this crisis.”

  He took his mother to medical appointments, made repairs on her house, bought her a better car, and straightened out her legal and financial affairs. “I even got to go through my father’s effects, which in the five years since he had died were simply piled in boxes in his office,” he says.

  Mr. Rappaport’s stay in Arkansas lasted six months. “It’s amazing that at this stage I had the opportunity to spend a significant amount of time with my mother and improve her life and get a lot of things done for her. Most people never have that opportunity. I’m very thankful that I had the chance. It was absolutely worth it,” he says.

  One of the unexpected benefits was the huge boost in confidence he gained from his role as caregiver. He’d been feeling depressed and defeated when he left California, but after returning, he felt renewed. He landed a job with a former employer after returning to San Francisco and remains a part-time faculty member.

  Discovery and Exploration

  Instead of spending time off lamenting your unemployed status, ask yourself: “Is there something I’ve always wanted to do but haven’t because of the demands of my job?”

  Felice Fisk, a 29yearold in Seattle, recently left an account-manager position at a contract-furniture company. During seven months of unemployment, she took an interest in fine-art painting and completed 18 pieces before returning to work. “I found the art work, or some kind of creative outlet, to be really beneficial,” she says. She’s now an interior designer for an interior-design firm.

  Michael Ross, 42, a former IT administrator in El Cerrito, Calif., recently spent his 10 months of unemployment playing guitar and exploring his lifelong interest in scriptwriting and the movie business. “After 18 years at my former employer and how hard I had worked, I knew I had to recover, to get restored,” he says. “I looked at this as an opportunity, rather than a penalty. This was very much about clearing space for me.”

  At the executive level, even a very efficient and successful job search may be quite lengthy. It makes sense to spend that time in an enriching and productive manner. These job seekers pursued service, continuing education and shoring up family bonds. How you’ll look back on a period of unemployment depends on what you do with it.

  1. This passage mainly tells that being unemployed is not all bad.

  2. Lisa Perez found a new interest in homemaking during the period of unemployment.

  3. Lisa Perez was always optimistic during the period of her unemployment.

  4. After she got a new job, Lisa Perez regretted that she had not done volunteering work earlier.

  5. Unemployment means a lot of time, especially for those hard-charging executives who are not used to having any time.

  6. Being a volunteer is helpful because volunteer assignments can provide you with chances to meet people.

  7. Mr. Bellavance cashed out his pension, sold his house and unloaded things he didn’t need at garage after losing his job in order to change his finances into

  mode.

  8. When unemployed, some careerists take the opportunity to family matters in addition to pursuing training or volunteering.

  9. The role as caregiver brought about a huge boost in to Mr. Rappaport. After returning from California, he felt renewed.

  10. Michael Ross resigned and spent his unemployment time playing guitar and exploring his lifelong interest in scriptwriting and the movie business for he looked at this as an , rather than a penalty.

  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 on Answer Sheet 2.

  Questions 47 to 51 are based on the following passage.

  Robert Spring, a 19th century forger, was so good at his profession that he was able to make his living for 15 years by selling false signatures of famous Americans. Spring was born in England in 1813 and arrived in Philadelphia in 1858 to open a bookstore. At first he prospered by selling his small but genuine collection of early U.S. autographs. Discovering his ability at copying handwriting, he began imitating signatures of George Washington and Ben Franklin and writing them on the title pages of old books. To lessen the chance of detection, he sent his forgeries to England and Canada for sale and circulation. Forgers have a hard time selling their products. A forger can’t approach a respectable buyer but must deal with people who don’t have much knowledge in the field. Forgers have many ways to make their work look real. For example, they buy old books to use aged paper of the title page, and they can treat paper and ink with chemical. In Spring’s time, right after the Civil War, Britain was still fond of the southern states, so Spring invented a respectable maiden lady known as Miss Fanny Jackson, the only daughter of General “Stonewall” Jackson. For several years Miss Fanny’s financial problems forced her to sell a great number of letters and manuscripts belonging to her famous father. Spring had to work very hard to satisfy the demand. All this activity did not prevent Spring from dying in poverty, leaving sharp-eyed experts the difficult task of separating his forgeries from the originals.

  47. What was in a great demand in Britain after the Civil War?

  48. What was Robert Spring’s profession during the years in Philadelphia?

  49. A forger must sell his work to people who don’t have much knowledge in the field instead of .

  50. Who was Miss Fanny Jackson?

  51. Spring made it difficult for sharp-eyed experts to separate his forgeries from .

  Section B

  Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statement. 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.

  A gripping, fast-paced tale of adventure, The Call of the Wild focuses on Buck, a sheepdog stolen from a California farm and transported to the arctic. Buck’s struggle to survive on the arctic trail demonstrates the uncertain nature of life in the wild. Although it is an engaging animal story, the reader cannot help but draw parallels between Buck’s experience and that of humans. The book suggests that environment shapes character, and emphasizes that primitive character—often hidden beneath a layer of civilization—is never lost to the individual. Providing a fascinating glimpse of a way of life that has almost disappeared, the novel suggests that creatures survive best when they adapt to the natural world, rather than trying to impose changes on their environment.

  The story begins in 1897, at the start of the Gold Rush. The discovery of gold in the Klondike—a region in northwestern Canada—prompted thousands of gold seekers to head for the far north, all of them desperately in need of dogs to pull sleds across the harsh arctic trails. Buck, a large dog who has enjoyed a leisurely life on a California farm, is stolen and shipped to the Yukon. Buck learns to survive in this cruel environment; he begins to discover the primitive knowledge of his ancestors, and in time he responds to the call of the wild. Because the book focuses upon Buck’s experience, the human characters are of secondary importance. Buck is a magnificent dog, part shepherd and part St. Bernard. His superior strength enables him to adapt readily to the northern climate and the harsh demands of his labors. But he possesses one additional quality—imagination. Buck fights with his head as well as his strength. Adaptability is a dominant theme in this novel. In order to survive in the arctic, Buck must learn “the law of club and fang(牙齿)”. Buck is first taught this law by the club wielding sled drivers, who show him that the strongest individuals are the ones who rule. Buck also learns this primitive law from the other team dogs, such as Dave, Solleks, and the vicious team leader, Spitz. From them, Buck learns that he must either bite or be bitten, master or be mastered.

  52. About this novel, which of the following statement is NOT true?

  A) The novel focused upon the experiences of a dog named Buck.

  B) The main theme was to tell its readers the life in the arctic wild.

  C) The book stressed the influences of environment on character.

  D) Creatures have to adapt to the changes on environment to survive.

  53. We can draw from the passage that the “primitive character” within Buck refers to .

  A) Buck’s adaptability to the cruel wild life

  B) the learning of the law of club and fang

  C) Buck’s ability to fight with head and claw

  D) becoming the strongest individual to rule

  54. The story was set primarily in .

  A) Klondike in CanadaB) a farm in California

  C) the YukonD) the wild in California

  55. Buck learned to survive in the arctic by .

  A) its primitive characterB) becoming the strongest

  C) the law of club and fangD) adapt itself to the cold arctic

  56. According to the passage, which of the following statement is true?

  A) The Call of the Wild is about the relationship between men and dogs in the arctic.

  B) The Call of the Wild is a story about the wild west during the Gold Rush.

  C) Buck learned “the law of club and fang” by defeating its enemies.

  D) Buck managed to survive and became a leader.

  Passage Two

  Questions 57 to 61 are based on the following passage.

  The ordinary family in colonial North America was primarily concerned with sheer physical survival and beyond that, is own economic prosperity. Thus, children were valued in terms of their productivity, and they assumed the role of producer quite early. Until they fulfilled this role, their position in the structure of the family was one of subordination and their psychological needs and capacities received little consideration. As the society became more complex, the status of children in the family and in the society became more important. In the complex, technological society that the United States has become, each member must fulfill a number of personal and occupational roles and be in constant contact with a great many other members. Consequently, viewing children as potentially acceptable and necessarily multifaceted members of society means that they are regarded more as people in their own right than as utilitarian organisms. This acceptance of children as equal participants in the contemporary family is reflected in the variety of statutes protecting the rights of children and in the social and public welfare programs devoted exclusively to their well-being. This new view of children and the increasing contact between the members of society has also resulted in a surge of interest in child-rearing techniques. People today spend a considerable portion of their time conferring on the proper way to bring up children. It is now possible to influence the details of the socialization of another person’s child by spreading the gospel of current and fashionable theories and methods of child rearing. The socialization of the contemporary child in the United States is a two-way transaction between parent and child rather than a one-way, parent-to-child training program. As a consequence, socializing children and living with them over a long period time is for parents a mixture of pleasure, satisfaction, and problems.

  57. Which of the following would be the best title for the passage?

  A) The Place of Children in United States Society

  B) The Children of Colonial North American

  C) The Development of Cultural Values

  D) The Child as a Utilitarian Organism

  58. According to the author, children in colonial North America were mainly valued for their .

  A) academic achievements B) survival instincts

  C) physical characteristicsD) productive roles

  59. What can be inferred about formal schooling in colonial North America?

  A) It was generally required by law.B) It was considered relatively unimportant.

  C) It was improperly administered.D) It was highly disciplined.

  60. Which of the following is a possible cause of changes in the role of the child in the United States?

  A) An increase in technology.

  B) The growing complexity of the child’s psychological needs.

  C) A decrease in the child’s intellectual capacities.

  D) The growing number of single parent families.

  61. According to the passage, parents have become increasingly interested in .

  A) their children’s future occupations

  B) having smaller families

  C) adoption programs for childless couples

  D) child-rearing techniques

  Part ⅤError Correction (15 minutes)

  Directions: This part consists of a short passage. In this passage, there are altogether 10 mistakes, one in each numbered line. You may have to change a word, add a word or delete a word. Mark out the mistakes and put the corrections in the blanks provided.If you change a word, cross it out and write the correct word in the corresponding blank. If you add a word, put an insertion mark(∧) in the right place and write the missing word in the blank. If you delete a word, cross it out and put a slash (/) in the blank.

  Teachers believe that students’ responsibility with 62

  learning is necessary. If a long reading assignment is

  given, instructors expect students to be familiar with the

  informations in the reading even if they do not discuss it in 63

  class or give an examination. The ideal student is

  considered to be one who motivated to learn for the sake of 64

  learning, not the one who is interested only in getting high

  grades. Grade-conscious students may be frustrated with

  teachers who do not believe it is necessary to grade every

  assignment. Sometimes homework is returned with brief

  writing comments but without a grade. When research is 65

  assigned, the professor expects the student to make the 66

  initiative and complete the assignment with minimal

  guidance.Professors do not have time to explain how the

  library works; they expect students, particular graduate 67

  students, to be able to use the reference sources in the

  library.In the United States, professors have other duties

  except teaching. Often they either have administrative work 68

  to do or may be obliged to publish articles and books. But 69

  the time that a professor can spend with a student outside of

  class is very limited. Educational practices such as student

  participation indicates a respect for individual responsibility 70

  and independence. The manner which education is 71

  provided in any country reflects basic cultural and social

  beliefs of that country.

  Part ⅥTranslation (5 minutes)

  Directions: Complete the following sentences on Answer Sheet 2 by translating into English the Chinese given in brackets.

  72. The author of the report ______(对医院的问题非常了解)because he has been working there for many years.

  73. The father ______(哀求)his son to be less trouble to his mother.

  74. The murderer ______(混在人群当中)with an attempt to shoot at the Prime Minister whenever he seized a chance.

  75. ______(为了最大限度减少窃案发生的可能性), install a good alarm system.

  76. Scientists will have to ______(提出增加世界粮食供应量的新方法).

 

答案:

  Part ⅠWriting

  To Curb Spending?

  The monthly expenditures of college students have been on the rise in the past few years. Some argue that if the students earn the money themselves, how they spend it is none of other people’s business, and after all, the general living standard keeps rising. However, the fact is that most students live on the money their parents give them. The lure of a more comfortable and fashionable lifestyle—one with name brand clothing, mobile phones, MP3, and dining out or going to bars with a girlfriend—makes many to be frequent borrowers.

  In my opinion, young students are sensitive to fashions and new trends, thus they easily found it impossible to make ends meet and run into debt. When a student’s spending steps beyond the boundaries of daily necessities, it becomes a kind of waste. Furthermore, widespread extravagant spending on campus could have a bad influence on people’s values. But many students see it as a common practice and not a fault. Though everyone has the right to enjoy a comfortable life, campus is a place for study. So just think twice before you sign a bill.

  Part ⅡReading Comprehension (Skimming and Scanning)

  1. Y 2. N 3. N 4. NG 5. free

  6. powerful and well-connected

  7. survival 8. attend to 9. confidence 10. opportunity

  Part ⅣReading Comprehension (Reading in Depth)

  Section A

  47. Southern manuscripts and letters.

  48. As a forger.

  49. a respectable buyer

  50. She was an imaginary person created by Spring.

  51. the originals

  Section B

  Passage One

  52. B 53. A 54. A 55.B 56. B

  Passage Two

  57. A 58. D 59. B 60. A 61. D

  Part ⅤError Correction

  62. with→for

  63. informations→information

  64. who∧→is

  65. writing→written

  66. make→take

  67. particular→particularly

  68. except→besides

  69. But→thus/therefore/hence/so

  70. indicates→indicate

  71. which→/或者∧which→in

  Part ⅥTranslation

  72. is well acquainted with the problems in the hospital

  73. pleaded with

  74. mingled with the crowds

  75. To minimize the risk of theft

  76. come up with new methods of increasing the world’s food supply

                                            来源:恩波教育

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六级真题详解
·2003年1月英语六级真题详解
·2002年6月英语六级真题详解
·2002年1月英语六级真题详解
·2001年6月英语六级真题详解
·2001年1月英语六级真题详解
·2000年6月英语六级真题详解
·2000年1月英语六级真题详解
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