1、大学英语六级CET6A卷含答案听力原文打印版2005年1月8日大学英语六级(CET-6)真题试卷(B卷)Part I Listening Comprehension (20 minutes) Section AExample:A) 2 hours. B) 3 hours. C) 4 hours. D) 5 hours.From the conversation we know that the two are talking about some work they will start at 9 oclock in the morning and have to finish by 2 in
2、 the afternoon. Therefore, D) “5 hours” is the correct answer. You should choose D on the Answer Sheet and mark it with a single line through the centre.Sample Answer A B C D1. A) Furnished apartments will cost more.B) The apartment can be furnished easily.C) She can provide the man with the apartme
3、nt he needs.D) The apartment is just what the man is looking for.(C)2. A) He quite agrees with Mr. Johnsons views.B) Mr. Johnsons ideas are nonsense.C) Mr. Johnson is good at expressing his ideas.D) He shares the womans views on social welfare.(A)3. A) Avoid distractions while studying in her dorm.B
4、) Improve her grades gradually.C) Change the conditions of her dorm.D) Study in a quiet place.(D)4. A) It will be held in a different place,B) It has been put off.C) It has been cancelled.D) It will be rescheduled to attract more participants.(B)5. A) Janet is very much interested in architecture.B)
5、 Janet admires the Sydney Opera House very much.C) Janet thinks its a shame for anyone not to visit Australia.D) Janet loves the beautiful landscape of Australia very much.(B)6. A) It falls short of her supervisors expectations.B) It has drawn criticism from lots of people.C) It can be finished in a
6、 few weeks time.D) It is based on a lot of research.(A)7. A) Karen is sure to pass the interview.B) He knows Karen better now.C) Karen is very forgetful.D) The woman should have reminded Karen earlier.(C)8. A) Skip the class to prepare for the exam.B) Tell the professor shes lost her voice.C) Attend
7、 the lecture with the man.D) Ask Joe to apologize to the professor for her.(A)9. A) The woman is working in a kindergarten.B) The man will go in for business fight after high school.C) The woman is not happy with the mans decision.D) The man wants to be a business manager.(D)10. A) They are busy all
8、 the year round.B) They stay closed until summer comes.C) They cater chiefly to tourists.D) They provide quality service to their customers.(C)Section B Passage One Questions 11 to 14 11. A) Boss and secretary.B) PR representative and client.C) Classmates.D) Colleagues.(C)12. A) He thought the boss
9、was unfair to him.B) His clients complained about his service.C) He felt his assignment was tougher than Sues.D) His boss was always finding fault with his work.(A)13. A) She complains about her bad luck.B) She always accepts them cheerfully.C) She is unwilling to undertake them.D) She takes them on
10、, though reluctantly.(B)14. A) John had to quit his job.B) Both John and Sue got a raise.C) Sue failed to complete her project.D) Sue got promoted.(D)Passage Two Questions 15 to 17 15. A) By displaying their feelings and emotions.B) By exchanging their views on public affairs.C) By asking each other
11、 some personal questions.D) By greeting each other very politely.(C)16. A) Yell loudly.B) Argue fiercely.C) Express his opinion frankly.D) Refrain from showing his feelings.(D)17. A) Doing credit to ones community.B) Distinguishing oneself.C) Getting rich quickly.D) Respecting individual rights.(B)P
12、assage Three Questions 18 to 20 18. A) When tests show that they are relatively safe.B) If they dont involve any risks.C) When the urgent need for them arises.D) If they produce predictable side effects.(A)19. A) Because they are less sensitive to it than those who have been tested for it.B) Because
13、 they are not accustomed to it.C) Because their genes differ from those who have been tested for it.D) Because they are not psychologically prepared for it.(D)20. A) They will become physically impaired.B) They will suffer from minor discomfort.C) They will have to take ever larger doses.D) They wil
14、l experience a very painful process.(C)Part II Reading Comprehension (35 minutes) Passage One Questions 21 to 25 Throughout the nations more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new internati
15、onal analysis suggests that this variability has instead contributed to lackluster (平淡的) achievement scores by U.S. children relative to their peers in other developed countries.Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, “no single intellectually coh
16、erent vision dominates U.S. educational practice in math or science.” The reason, he said, “is because the system is deeply and fundamentally flawed.”The new analysis, released this week by the National Science Foundation in Arlington, Va., is based on data collected from about 50 nations as part of
17、 the Third International Mathematics and Science Study.Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school districts curricula, its textbooks, or its teachers activities. This con
18、trasts sharply with the coordinated national programs of most other countries.On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that “is a mile wide and an inch deep,” Schmidt notes.For instance, eigh
19、th graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether
20、 the United States wants to be classed with these nations, whose educational systems “share our pattern of splintered (支离破碎的) visions” but which are not economic leaders.The new report “couldnt come at a better time,” says Gerald Wheeler, executive director of the National Science Teachers Associati
21、on in Arlington. “The new National Science Education Standards provide that focused vision,” including the call “to do less, but in greater depth.”Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility
22、for education in the United States requires that any reforms be tailored and instituted one community at a time.In fact, Schmidt argues, reforms such as these proposed national standards “face an almost impossible task, because even though they are intellectually coherent, each becomes only one more
23、 voice in the babble (嘈杂声).”21. According to the passage, the teaching of science and math in America is _.A) losing its vitality graduallyB) characterized by its diversityC) going downhill in recent yearsD) focused on tapping students potential(B)22. The fundamental flaw of American school educatio
24、n is that _.A) it attaches too much importance to intensive study of school subjectsB) it relies heavily on the initiative of individual teachersC) it sets a very low academic standard for studentsD) it lacks a coordinated national program(D)23. By saying that the U.S. educational environment is “a
25、mile wide and an inch deep” (Line 2, Para. 5), the author means U.S. educational practice _.A) scratches the surface of a wide range of topicsB) lays stress on quality at the expense of quantityC) encourages learning both in depth and in scopeD) offers an environment for comprehensive education(A)24
26、. The new National Science Education Standards are good news in that they will _.A) solve most of the problems in school teachingB) provide depth to school science educationC) quickly dominate U.S. educational practiceD) be able to meet the demands of the community(B)25. Putting the new science and
27、math standards into practice will prove difficult because _.A) many schoolteachers challenge the acceptability of these standardsB) there is always controversy in educational circlesC) not enough educators have realized the necessity for doing soD) school districts are responsible for making their o
28、wn decisions(D)Passage Two Questions 26 to 30 I had an experience some years ago which taught me something about the ways in which people make a bad situation worse by blaming themselves. One January, I had to officiate at two funerals on successive days for two elderly women in my community. Both h
29、ad died “full of years,” as the Bible would say; both yielded to the normal wearing out of the body after a long and full life. Their homes happened to be near each other, so I paid condolence (吊唁) calls on the two families on the same afternoon.At the first home, the son of the deceased (已故的) woman
30、 said to me, “If only I had sent my mother to Florida and gotten her out of this cold and snow, she would be alive today. Its my fault that she died.” At the second home, the son of the other deceased woman said, “If only I hadnt insisted on my mothers going to Florida, she would be alive today. Tha
31、t long airplane ride, the abrupt change of climate, was more than she could take. Its my fault that shes dead.”When things dont turn out as we would like them to, it is very tempting to assume that had we done things differently, the story would have had a happier ending. Priests know that any time
32、there is a death, the survivors will feel guilty. Because the course of action they took turned out badly, they believe that the opposite course-keeping Mother at home, postponing the operationwould have turned out better. After all, how could it have turned out any worse?There seem to be two elements involved in our readiness to feel guilt. The first is our pressing n
copyright@ 2008-2023 冰点文库 网站版权所有
经营许可证编号:鄂ICP备19020893号-2