2005年1月8日大学英语六级(CET-6)考试试卷(B卷)

Part I Listening Comprehension (20 minutes)

Section A
Directions:In this section, you will hear 10 short conversations. At the end of each Conversation, a question will be asked about what was said. Both the conversation and the question 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. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.
    Example:
    You will hear:
    You will read:
    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 o’clock in the morning and have to finish by 2 in 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] [D]

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1.
    A) Furnished apartments will cost more.
    B) The apartment can be furnished easily.
    C) She can provide the man with the apartment he needs.
    D) The apartment is just what the man is looking for.
2.
    A) He quite agrees with Mr. Johnson’s views.
    B) Mr. Johnson’s ideas are nonsense.
    C) Mr. Johnson is good at expressing his ideas.
    D) He shares the woman’s views on social welfare.
3.
    A) Avoid distractions while studying in her dorm.
    B) Improve her grades gradually.
    C) Change the conditions of her dorm.
    D) Study in a quiet place.
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.
5.
    A) Janet is very much interested in architecture.
    B) Janet admires the Sydney Opera House very much.
    C) Janet thinks it’s a shame for anyone not to visit Australia.
    D) Janet loves the beautiful landscape of Australia very much.
6.
    A) It falls short of her supervisor’s expectations.
    B) It has drawn criticism from lots of people.
    C) It can be finished in a few weeks’ time.
    D) It is based on a lot of research.
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.
8.
    A) Skip the class to prepare for the exam.
    B) Tell the professor she’s lost her voice.
    C) Attend the lecture with the man.
    D) Ask Joe to apologize to the professor for her.
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 man’s decision.
    D) The man wants to be a business manager.
10.
    A) They are busy all the year round.
    B) They stay closed until summer comes.
    C) They cater chiefly to tourists.
    D) They provide quality service to their customers.
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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 questions 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). Then mark the corresponding letter on the Answer Sheet with a single line through the centre.
Passage One
Questions 11 to 14 are based on the passage you have just heard.
11.
    A) Boss and secretary.
    B) PR representative and client.
    C) Classmates.
    D) Colleagues.
12.
    A) He thought the boss was unfair to him.
    B) His clients complained about his service.
    C) He felt his assignment was tougher than Sue’s.
    D) His boss was always finding fault with his work.
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, though reluctantly.
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.
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Passage Two
Questions 15 to 17 are based on the passage you have just heard.
15.
    A) By displaying their feelings and emotions.
    B) By exchanging their views on public affairs.
    C) By asking each other some personal questions.
    D) By greeting each other very politely.
16.
    A) Yell loudly.
    B) Argue fiercely.
    C) Express his opinion frankly.
    D) Refrain from showing his feelings.
17.
    A) Doing credit to one’s community.
    B) Distinguishing oneself.
    C) Getting rich quickly.
    D) Respecting individual rights.
Passage Three
Questions 18 to 20 are based on the passage you have just heard.
18.
    A) When tests show that they are relatively safe.
    B) If they don’t involve any risks.
    C) When the urgent need for them arises.
    D) If they produce predictable side effects.
19.
    A) Because they are less sensitive to it than those who have been tested for it.
    B) Because 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.
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 will experience a very painful process.
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Part II Reading Comprehension (35 minutes)

Directions:There are 4 passages in this part. 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 and mark the corresponding letter on the Answer Sheet with a single line through the centre.
Passage One
Questions 21 to 25 are based on the following passage.
    Throughout the nation’s 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 international 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 coherent 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 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 district’s curricula, its textbooks, or its teachers’ activities. This contrasts 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, eighth 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 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 “couldn’t come at a better time,” says Gerald Wheeler, executive director of the National Science Teachers Association 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 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 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 gradually
    B) characterized by its diversity
    C) going downhill in recent years
    D) focused on tapping students’ potential
22.The fundamental flaw of American school education is that ________.
    A) it attaches too much importance to intensive study of school subjects
    B) it relies heavily on the initiative of individual teachers
    C) it sets a very low academic standard for students
    D) it lacks a coordinated national program
23.By saying that the U.S. educational environment is “a 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 topics
    B) lays stress on quality at the expense of quantity
    C) encourages learning both in depth and in scope
    D) offers an environment for comprehensive education
24.The new National Science Education Standards are good news in that they will ________.
    A) solve most of the problems in school teaching
    B) provide depth to school science education
    C) quickly dominate U.S. educational practice
    D) be able to meet the demands of the community
25.Putting the new science and math standards into practice will prove difficult because ________.
    A) many schoolteachers challenge the acceptability of these standards
    B) there is always controversy in educational circles
    C) not enough educators have realized the necessity for doing so
    D) school districts are responsible for making their own decisions
      

   
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