1、大学英语六级模拟试卷 176及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed thirty minutes to write a composition on the topic: My View on Part-time Jobs. You should write at least 150 words, and base your composition on the outline given below: 1.近年来越来越多的大学生都有社会兼职工作，人们对此现象有不同的看
2、法。 2.有人认为兼职工作最好事，可以 有人认为兼了只工作有一些弊端 3.你的看法 二、 Part II Reading 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 attached to the passage. For questions 1-4, mark： Y (for YES) if the statement ag
3、rees 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. 1 The most obvious difference between real essays and the things one has to write in school is that real es
4、says are not exclusively about English literature. Certainly schools should teach students how to write. But due to a series of historical accidents the teaching of writing has gotten mixed together with the study of literature. And so all over the country students are writing not about how a baseba
5、ll team with a small budget might compete with the Yankees, or the role of color in fashion, or what constitutes a good dessert, but about symbolism in Dickens. How did things get this way? To answer that we have to go back almost a thousand years. Around 1100, Europe at last began to catch its brea
6、th after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call “the classics.“ The effect was rather as if we were visited by beings from another solar system. These earlier civilizations were so much more sophisticated that for the next several centuries the m
7、ain work of European scholars, in almost every field, was to assimilate what they knew. During this period the study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by 1350 someone who wa
8、nted to learn about science could find better teachers than Aristotle in his own era. But schools change slower than scholarship. In the 19th century the study of ancient texts was still the backbone of the curriculum. What tipped the scales, at least in the US, seems to have been the idea that prof
9、essors should do research as well as teach. This idea was imported from Germany in the late 19th century. Beginning at Johns Hopkins in 1876, the new model spread rapidly. Writing was one of the casualties. Colleges had long taught English composition, But how do you do research on composition? The
10、professors who taught math could be required to do original math, the professors who taught history could be required to write scholarly articles about history, but what about the professors who taught rhetoric or composition? What should they do research on? The closest thing seemed to be English l
11、iterature. And so in the late 19th century the teaching of writing was inherited by English professors. This had two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be liter
12、ature, since thats what the professor is interested in. It s no wonder if this seems to the student a pointless exercise, because we re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a trad
13、ition growing out of what was, 700 years ago, fascinating and urgently needed work. The other big difference between a real essay and the things they make you write in school is that a real essay doesnt take a position and then defend it. That principle, like the idea that we ought to be writing abo
14、ut literature, turns out to be another intellectual hangover of long forgotten origins. Its often mistakenly believed that medieval universities were mostly seminaries. In fact they were more law schools. And at least in our tradition lawyers are advocates, trained to take either side of an argument
15、 and make as good a case for it as they can. Whether cause or effect, this spirit pervaded early universities. The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum. And after the lecture the most common form of discussion was the disputation. This is at
16、 least nominally preserved in our present-day thesis defense: most people treat the words thesis and dissertation as interchangeable, but originally, at least, a thesis was a position one took and the dissertation was the argument by which one defended it. Defending a position may be a necessary evi
17、l in a legal dispute, but its not the best way to get at the truth, as I think lawyers would be the first to admit. It s not just that you miss subtleties this way. The real problem is that you can t change the question. And yet this principle is built into the very structure of the things they teac
18、h you to write in high school. The topic sentence is your thesis, chosen in advance, the supporting paragraphs the blows you strike in the conflict, and the conclusion - uh, what is the conclusion? I was never sure about that in high school. It seemed as if we were just supposed to restate what we s
19、aid in the first paragraph, but in different enough words that no one could tell. Why bother? But when you understand the origins of this sort of “essay,“ you can see where the conclusion comes from. Its the concluding remarks to the jury. Good writing should be convincing, certainly, but it should
20、be convincing because you got the right answers, not because you did a good job of arguing. When I give a draft of an essay to friends, there are two things I want to know: which parts bore them, and which seem unconvincing. The boring bits can usually be fixed by cutting. But I don t try to fix the
21、 unconvincing bits by arguing more cleverly. The sort of writing that attempts to persuade may be a valid (or at least inevitable) form, but it s historically inaccurate to call it an essay. An essay is something you write to try to figure something out. Figure out what? You don t know yet. And so y
22、ou can t begin with a thesis, because you don t have one, and may never have one. An essay doesnt begin with a statement, but with a question. In a real essay, you don t take a position and defend it. You notice a door that s ajar, and you open it and walk in to see what s inside. In the things you
23、write in school you are, in theory, merely explaining yourself to the reader. In a real essay you re writing for yourself. You re thinking out loud. Questions arent enough. An essay has to come up with answers. They don t always, of course. Some- times you start with a promising question and get now
24、here. But those you don t publish. Those are like experiments that get inconclusive results. An essay you publish ought to tell the reader something he didnt already know. But what you tell him doesnt matter, so long as it s interesting. I m sometimes accused of meandering. In defend-a-position writ
25、ing that would be a flaw. There you re not concerned with truth. You already know where you re going, and you want to go straight there, blustering through obstacles, and hand-waving your way across swampy ground ( 沼泽地 ). But thats not what you re trying to do in an essay. An essay is supposed to be
26、 a search for truth. It would be suspicious if it didnt meander. Like a river that must flow down at each step, for the essayist this translates to: flow interesting. Of all the places to go next, choose the most interesting. Of course, this doesnt always work. Sometimes, like a river, one runs up a
27、gainst a wail. Then I do the same thing the river does: backtrack. At one point in this essay I found that after following a certain thread I ran out of ideas. I had to go back seven paragraphs and start over in another direction. Fundamentally an essay is a train of thought - but a Cleaned-up train
28、 of thought, as dialogue is cleaned- up conversation. Real thought, like real conversation, is full of false starts, It would be exhausting to read. You need to cut and fill to emphasize the central thread, like an illustrator inking over a pencil drawing. But don t change so much that you lose the
29、spontaneity of the original. Err on the side of the river. An essay is not a reference work. Its not something you read looking for a specific answer, and feel cheated if you don t find it. Id much rather read an essay that went off in an unexpected but interesting direction than one that plodded du
30、tifully along a prescribed course. 2 Real essay is confined to only English literature. （ A） Y （ B） N （ C） NG 3 The idea that professors should do research as well as teach was imported from Germany in the late 19th century. （ A） Y （ B） N （ C） NG 4 An expert on literature himself must be a good writ
31、er, just as an art historian has to be a good painter. （ A） Y （ B） N （ C） NG 5 Good writing should be convincing, certainly, but it should be convincing because you did a good job of arguing, not because you got the right answers. （ A） Y （ B） N （ C） NG 6 The teaching of writing has gotten mixed toge
32、ther with the study of literature because of _. 7 As schools change slower than scholarship, in the 19th century _was still the backbone of the curriculum. 8 English professors are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fasc
33、inating and urgently needed work. 9 Medieval universities were more law schools rather than _as we mistakenly believed. 10 When the author gives a draft of an essay to his friends, he wants to make sure two things: _. 11 The indication of a river that must flow down at each step for the essayist is
34、_. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, 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 paus
35、e. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） The man attended the concert but didnt like it. （ B） The man was sorry to miss the football game. （ C） The man is more interested in football than in classical music. （ D） The man was
36、sorry that he didnt attend the concert. （ A） Singing loudly. （ B） Listening to music. （ C） Studying. （ D） Talking on the phone. （ A） She cant receive any calls. （ B） She cant make any calls. （ C） She can do nothing with the phone. （ D） She cant repair the phone. （ A） Tom is very responsible. （ B） To
37、ms words arent reliable. （ C） What Tom said is true. （ D） Torn is not humorous at all. （ A） How to use a camera. （ B） How to use a washer. （ C） How to use a keyboard. （ D） How to use a tape recorder. （ A） They should put the meeting to an end. （ B） They should hold another meeting to discuss the mat
38、ter. （ C） She would like to discuss another item. （ D） She wants to discuss the issue again later. （ A） He believes the Browns have done a sensible thing. （ B） He doesnt think the Browns should move to another place. （ C） He doesnt think the Browns investment is a wise move. （ D） He believes it is b
39、etter for the Browns to invest later. （ A） He may convert it and use it as a restaurant. （ B） He may pull it down and build a new restaurant. （ C） He may rent it out for use as a restaurant. （ D） He may sell it to the owner of a restaurant. （ A） To the Nile River. （ B） To the Museum of Natural Histo
40、ry. （ C） To Colorado. （ D） To Arizona. （ A） In a boat. （ B） In a cave. （ C） In a river. （ D） In a tree. （ A） Find some drift wood. （ B） Take some photographs. （ C） Solve a mystery. （ D） See the canyon. （ A） It has broken down before. （ B） She generally doesnt allow people to borrow it. （ C） She is t
41、rying to sell it, （ D） She bought it from a friend, （ A） It shouldnt cost a lot to repair. （ B） Its probably difficult to drive, （ C） The woman could probably fix it herself. （ D） Its rather small. （ A） He will probably overcharge her. （ B） He is one of her neighbors. （ C） He only works on new cars.
42、 （ D） He has fixed her car before. （ A） Help the woman pay the mechanics bill. （ B） Help the woman fix her car. （ C） Take the woman to her home. （ D） Test-drive the womans car. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some quest
43、ions. 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. （ A） Through food. （ B） Through air. （ C） Through insects. （ D） Though body fluids. （ A） They ran a high fever. （ B） They died fro
44、m excessive bleeding. （ C） Their nervous system was damaged. （ D） They suffered from heart-attack. （ A） To see what happened to the survivors of the disease. （ B） To study animals that can also get infected with the disease. （ C） To look for the plants that could cure the disease. （ D） To look for t
45、he plants that could cure the disease. （ A） To determine whether the Earths temperature is going up. （ B） To study the behavior of some sea animals. （ C） To measure the movement of waves in the ocean. （ D） To measure the ovement of waves in the ocean. （ A） They were frightened and distressed. （ B） T
46、hey swam away when the speaker was turned on. （ C） They swam closer to “examine“ the speaker when it was turned off. （ D） They didnt seem to be frightened and kept swimming near the speaker. （ A） To attract more sea animals to the testing site. （ B） To drive dangerous sea animals away from the testi
47、ng site. （ C） To help trace the sea animals being testing site. （ D） To determine how sea animals communicate with each other. （ A） They will be much bigger. （ B） They will have more seats. （ C） They will have three wheels. （ D） They will need intelligent drivers. （ A） It doesnt need to be refueled.
48、 （ B） It will use solar energy as fuel. （ C） It will be driven by electrical power. （ D） It will be more suitable for long distance travel. （ A） Passengers in the car may be seated facing one another. （ B） The front seats will face forward and the back seats backward. （ C） Special seats will be desi
49、gned for children. （ D） More seats will be added. （ A） Choose the right route. （ B） Refuel the car regularly. （ C） Start the engine. （ D） Tell the computer where to go. 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 jus
