大學(xué)英語六級模擬卷一(1)

1、大學(xué)英語六級模擬卷Part I WritingDirections: For this part, you are allowed 30 minutes to write an essay by commenting on the remark Heaven never helps the man who will not act. " You can cite examples to illustrate your point. You should write at least 150 words but no more than 200 words.Part II Listen

2、ing ComprehensionSection AConversation One Questions 1 to 4 are based on the conversation you have just heard.1. A. Summer-vacation internship program.C. Potential risks of working part-time.8. Employment opportunities provided by schools. D. The importance of a clear and explicit contract.2. A. The

3、y are responsible for carrying students to the company.B. They are trying to make students have a strong sense of security.C. They should have everything concerning their students ' rights in hand.D. They ought to gain a reputation for providing good job opportunity.3. A. Students are unwilling

4、to work overtime and report to schools.B. Schools refuse to sign contracts with them because of the strict rules.C. Schools don't get a permit to organize part-time work for students.D. Training and insurance is a huge investment due to limited work time.4. A. Students find it hard to protect th

5、eir rights.B. Students can complain to local education authorities.C. Companies act according to the agreement they signed.D. Schools accept unfair contracts regardless of students ' rights.Conversation Two Questions 5 to 8 are based on the conversation you have just heard.5. A. A university tut

6、or.C. An overseas study officer.8. An insurance adviser.D. A visa officer.6. A. It is purchased in the country you will travel.B. It provides just a few kinds of medical services.C. It provides doctors who may speak your native language.D. It will provide doctors from your home country.7. A. It must

7、 be purchased in one's home country before going abroad.8. It does not cover the catastrophic medical expenses.9. It only recommends doctors who speak your native language.10. It features personal paying first and compensation later.8. A. Consult other insurance companies.B. Buy the student heal

8、th insurance.C. Get the international travel insurance.D. Choose neither insurance since they are not necessary.Section BPassage One Questions 9 to 12 are based on the passage you have just heard.9. A. By borrowing money from the government.B. By loaning from the bank and the private agency.C. By ge

9、tting scholarship and interest-free loan from the government.D. By borrowing from parents and engaging in part-time jobs.10. A. They doubt whether it could change the current situation.1 / 8B. They are glad to have it in order to ensure fairer university funding.C. They are worried that it would mak

10、e students burden heavier.D. They want to make sure the tuition fees would not go higher.11. A. Offering one-year degrees.C. Financing students living at home.8. Providing flexible, part-time courses.D. Cutting teaching grants.12. A. The hard economy and fierce competition in the job market.B. The h

11、igh unemployment rate even for graduates.C. The fact that more people are applying for further education.D. The higher fees coming with the new scheme.Passage Two Questions 13 to 15 are based on the passage you have just heard.13. A. It makes buying easier since one needn t carry large amounts of ca

12、sh.B. It is useful in times of emergencies like medical bills caused by accidents.C. It helps build a credit record for bigger purchases in later years.D. It offers additional protection if something one has bought is lost or damaged.14. A. A debit card that has a credit limit.C.A credit card with l

13、ower interest rate.8. A checking account.D.A card with lower penalties.15. A. Write and send application forms to the bank.B. Check the bank account to make sure the credit limit.C. Read the agreement terms carefully and make a comparison.D. Search the Internet for advice from users of different car

14、ds.Section CNow listen to the following recording and answer questions 16 to 19. 16. A. They show us how to make achievable resolutions.E. They tell us to try different resolutions every year.F. They introduce resolutions made by different people.G. They focus on the necessity of making resolutions.

15、17. A. About trying.B. About choosing.C. About enjoying.D. About learning.18. A. To know more about ourselves.C. To make sure it is our ideal life.8. To improve ourselves in future.19. A. Try something challenging.B. Rebuild your dreams.D. To make up for some mistakes.C. Make some different plans.D.

16、 Do something you are able to handle.Now listen to the following recording and answer questions 20 to 22.20. A. He is afraid of making mistakes.8. He tries hard to solve difficult problems.21. A. Ask others for help.8. Enhance our own abilities.22. A. Problem-solving skills.B. Communicating skills.C

17、. He has been a teacher in official schools.D. He is proud of his MBA degree.C. Spend little time on them.D. Pay more attention to them.E. Negotiating skills.F. Coordinating skills.Now listen to the following recording and answer questions 23 to 25.C. Passion is as important as capital.D. Passion ca

18、n bring capital.23. A. Capital can promote passion.8. Capital is the base of passion.24. A. There will be both advantages and disadvantages.B. We will improve our relationship with family and friends.C. We may have some disagreement with them.D. They will help us more than other people.25. A. Whethe

19、r to change another area of business.B. Who to cooperate with in new business opportunity.2 / 8C. When to hand business to our offspring or other family.D. How to make our business go on after you retire.Part III Reading ComprehensionSection A Questions 26 to 35 are based on the following passage.In

20、 dogs left and right signal different things. 26, it is in the way they wag （搖）their tails. And for dogs,like people, it is the left-hand side that is sinister （兇兆的）.A few years ago Giorgio Vallortigara of the University of Trento and his colleague established that dogs wag their tail to the right w

21、hen they see something pleasant, such as a beloved human master, and to the left when they see something unpleasant, such as an unfamiliar dominant dog. What Dr. Vallortigara did not establish then was whether such signals are 27 to other dogs. Now, he and the team have done just that.As they report

22、ed in Current Biology, they wired up several dozen dogs and then showed them videos of dogs with tails wagging to left or right. A left-wagging tail, they found,28 a higher maximum heart rate than aright-wagging tail. A right-wagging tail, indeed, produced the same results as one that was stationary

23、.Dr. Vallortigara and his colleagues also observed the animals during the experiment, 29 behaviors such as ear-flattening, head-lowering and whining （哀叫）that are 30 with stress. They found that stressed behaviors were more common in the 31 of left-wagging than right-wagging.All this suggests lateral

24、 specialization in dogs ' brains. The nervous signals for left-wagging and right-wagging 32 in different hemispheres. That they are 33 by different emotions shows that the two halves of a dogbrain work, in this 34 at least, differently.Human brains are similarly lateralized. Handedness is one ex

25、ample. Another is language, a function predominantly of the left hemisphere. Whether it is just a 35 that dogs and people agree about which side is sinister, or whether there is something deeper going on, remains to be determined.A. apparentB. associatedC. coincidenceD. connectedE. derivedF. induced

26、G. instanceH. meaningfulI. notingJ. originateK. ParticularlyL. presenceM. respectN. SpecificallyO. triggeredSection BDoes the Internet Make You DumberA. The Roman philosopher Seneca may have put it best 2 000 years ago: To be everywhere is to be nowhere.” Today, the Internet grants us easy access to

27、 unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into disrupted and superficial thinkers.B. The picture emerging from the research is deeply troubling, at least to anyone who v

28、alues the depth, rather than just the speed, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate （鎮(zhèn)定的

29、）and focused manner. People who are continually distracted by e-mails, updates and other messages understand less than those who are able to concentrate. And people who juggle （ 同時應(yīng)付）many tasks are often less creative and less productive than those who do one thing at a time.C. The common thread in

30、these disabilities is dispersing our attention. The richness of our thoughts, our memories and even our personalities hinges on our ability to focus the mind and sustain concentration. Only when we pay close attention to a new piece of information are we able to associate it meaningfully and systema

31、tically with knowledge already well established in memory, " writes the Nobel prize-winningneuroscientist （神經(jīng)科學(xué)家 ）Eric Kandel. Such associations are essential to mastering complex concepts.3 / 8D. When we re constantly distracted and interrupted, as we tend to be online, our brains are unable t

32、o generalize the strong and expansive neural connections that give depth and distinctiveness to our contemplating. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory.E. In an article published in Science last year, Patric

33、ia Greenfield, a leading developmental psychologist, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain computer tasks, such as playing video games, can enhance “visual literacy skills ”, increasing the speed a

34、t which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly, result in less rigorous and “more automatic” thinking.F. In one experiment conducted at Cornell University, for example, half a clas

35、s of students was allowed to use internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the web performed much worse on a subsequent test of how well they retained the lecture s contentWhile it s hardly surprising that Web surfing would distr

36、act students, it should be a note of caution to schools that are wiring their classrooms in hopes of improving learning.G. Ms. Greenfield concluded that “every medium develops some cognitive skills at the expense of others ”. Our growing use of screen-based media, she said, has strengthened visual-s

37、patial intelligence, which can improve the ability to do jobs that involve keeping track of lots of simultaneous signals, like air traffic control. But that has been accompanied by “new weaknesses in higher-order cognitive processes”, including “abstract vocabulary, mindfulness, reflection, inductiv

38、e problem solving, critical thinking, and imagination ” .We re becoming, in a word, shallower.H. In another experiment, recently conducted at Stanford University s Communication between Humans and Interactive Media Lab, a team of researchers gave various cognitive tests to 49 people who do a lot of

39、media multitasking and 52 people who multitask much less frequently. The heavy multitaskers performed poorly on all the tests. They were more easily distracted, had less control over their attention, and were much less able to distinguish important information from trivial.I. The researchers were su

40、rprised by the results. They had expected that the intensive multitaskers would have gained some mental advantages from all their on-screen juggling . But that wasn t the case. In fact,htehaevy multitaskers weren t even good at multitasking.“ Everything distracts them, the p”rofessasidorClifford Nas

41、s,who heads the Stanford lab.J. It would be one thing if the ill effects went away as soon as we turned off our computers and mobiles. But they don't. The cellular structure of the human brain, scientists have discovered, adapts readily to the tools we use to find, store and share information. B

42、y changing our habits of mind, each new technology strengthens certain neural pathways and weakens others. The cellular alterations continue to shape the way we think even when we re not using the technology.K. The pioneering neuroscientist Michael Merzenich believes our brains are being massively“

43、remodelled ” by our ever-intensifying use of the web and related media. In the 1970s and 1980s, Merzenich, now a professor emeritus （榮譽退休教授） at the University of California in San Francisco, conducted a famous series ofexperiments on primate brains that revealed how extensively and quickly neural ci

44、rcuits change in response to experience. When, for example, Mr. Merzenich rearranged the nerve in a monkey s hand, the nerve cells in the animal s sensory cortex quickly reorganized themselves to create a new “mental map” of the hand. In a conversation late last year, he said that he was profoundly

45、worried about the cognitive consequences of the constant distractions and interruptions the internet bombards us with. The long-term effect on the quality of our intellectual lives, he said, could be “deadly”.L. What we seem to be sacrificing in all our surfing and searching is our capacity to engag

46、e in the quieter, attentive modes of thought that underpin contemplation, reflection and introspection. The Web never encourages us to slow down. It keeps us in a state of perpetual mental locomotion. it is revealing, and 4 / 8distressing, to compare the cognitive effects of the Internet with those

47、of an earlier information technology, the printed book. whereas the Internet scatters our attention, the book focuses it. Unlike the screen, the page promotes contemplativenss.M. Reading a long sequence of pages helps us develop a rare kind of mental discipline. the innate bias of the human brain, a

48、fter all, is to be distracted. Our predisposition is to be aware of as much of what s going on around us as possible. Our fast-paced, reflexive shifts in focus were once crucial to our survival. They reduced the odds that a predator would take us by surprise or that we d overlook a nearby source of

49、food.N. To read a book is to practice an unnatural process of thought. It requires us to place ourselves at what T. S. Eliot, in his poem “Four Quartets”, called “the still point of the turning world ”. We have to forge or strengthen the neural links needed to counter our instinctive distractedness,

50、 thereby gaining greater control over our attention and our mind.O. It is this control, this mental discipline, which we are at risk of losing as we spend ever more time scanning and skimming online. If the slow progression of words across printed pages damped our craving to be inundated by mental s

51、timulation, the Internet indulges it. It returns us to our native state of distractedness, while presenting us with far more distractions than our ancestors ever had to contend with.-Nicholas Carr is the author, mostrecently, of The Shallows: What the Internet Is Doing to Our Brains.36. Rapid shifts

52、 in focus on screens result in more automatic but less strict thinking.37. People grasp less of text filled with hyperlinks than of traditional text.38. According to Ms. Greenfield, growing use of screen-based media has improved our visual-spatial intelligence.39. The richness of our memories relies

53、 on our ability to concentrate.40. Unprecedented amounts of information can make our thoughts scattered and superficial.41. When we turn off our computers and cellphones, the ill effects will not disappear.42. When we are online, our brains cannot form distinctive and profound thinking.43. Whereas t

54、he Internet distracts our attention, the book concentrates it.44. Web surfing would distract students rather than improve their learning.45. According to the experiment at Stanford University, multitaskers attention was easily scattered.Section CPassage One Questions 46 to 50 are based on the follow

55、ing passage.There are too many camels in the Bible, out of time and out of place. Camels probably had little or no role in the lives of some early Jewish patriarchs who lived in the first half of the second millennium BC, and yet stories about them mention these domesticated pack animals more than 2

56、0 times. these anachronisms （年代錯誤） aretelling evidence that the Bible was written or edited long after the events in narrates and is not always reliable as verifiable history. These camel stories “do not tell memories from the second millennium, ” said Noam Mizrahi, an Israeli biblical scholar, “but

57、 should be viewed as speculations from a much later period. ”Four two archaeologists at Tel Aviv University, the anachronisms were motivation to dig for camel bones at an ancient copper smelting camp in the Aravah Valley in Israel. They sought evidence of when domesticated camels were first introduc

58、ed into the land of Israel and the surrounding region. The archaeologists, Erez Ben-Yosef and Lidar Sapir-Hen, used radiocarbon （放射性碳） dating to pinpoint the earliest know domesticated camels in Israel tothe last third decades of the 10 th century BC centuries after the patriarchs lived and decades after the kingdom of David, according to the Bible. Some bones in deeper sediments （沉積物）, they said, probably belonged to wildcamels that people hunted for their meat. Dr. Sapir-Hen could identify a domesticated animal by signs in leg bones