1、大学英语六级模拟试卷 323及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed 30 minutes to write a composition on the topic Job Problems for College Graduates. Study the following charts carefully and your com position must be based on the information given in the charts. Write t
2、o:state the changes in college graduates choices of careers;(2) give possible reasons for the changes;(3) suggest some solutions to the problem. Your composition should be no less than 150 words. Please write neatly. 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: I
3、n 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 agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage;
4、 NG (for NOT GIVEN) if the information is not given in the passage. 1 Super-kids and Super Problems By David Elkind Not so long ago, most parents wanted their kids to be like everybody else. They were often as upset if a child were precocious (早熟的 ) as they were if the child were slow. Precocity was
5、 looked upon as being bad for the childs psychological health. The assumption was “early ripe, early rot.“ Now that has changed. For many parents today there is no such thing as going too fast, and their major concern is that their child stay ahead of the pack (一群伙伴 ). Far from presuming that precoc
6、ity has bad effects psycho logically, they believe that being above the norm brings many benefits. The assumption is “early ripe, early rich!“ The major consequence of this new parenting psychology is that many contemporary parents are putting tremendous pressure on children to perform at ever-earli
7、er ages. A first-grade teacher told me that an angry mother screamed at her because she had given the womans son a “Satisfactory.“ “How is he ever going to get into M. I.T. if you give him a Satisfactory? “ the mother wailed. Many parents now enroll their child in prestigious nursery schools as soon
8、 as the pregnancy is confirmed. And once the child is old enough, they coach the child for the screening interview. “When they count everything in sight,“ one nursery school director said, “you know they have been drilled before the interview.“ Parents believe that only if the child gets into this o
9、r that prestigious nursery school will he or she ever have a chance at getting into Harvard, Yale, or Stanford. For the same reason, our elementary schools are suddenly filled with youngsters in enriched and accelerated programs. It is not just in academic study that children are being pushed harder
10、 at ever-earlier ages. Some parents start their preschool children in sports such as tennis and swimming in hopes that they will become Olympic athletes. A young man who attended one of my child development lectures stopped by afterward to ask me a question. He works as a tennis instructor at an exc
11、lusive resort hotel in Florida and wanted to know how to motivate his students. When I asked how old they were he told me that they ranged in age from three to five years! The pressure to make ordinary children exceptional has become almost an epidemic in sports. I had high hopes for soccer, which c
12、an be played by all makes and models of children, big, small, and in between. But in most states soccer has become as competitive and selective as baseball, football, and hockey. The star mentality prevails, and the less talented youngster simply doesnt get to participate. Play is out and competitio
13、n is in. The pressure for exceptionality is equally powerful at the secondary level. High school students are pressured not only to get good grades but to get into as many advanced-placement classes as possible. Around the country private tutoring centers are sprouting up like dandelions (蒲公英 ) in t
14、he spring, offering lessons in everything from beginning reading to taking college entrance exams. Other parents urge their children to start dating at an early age so that they will have good interpersonal skills and a better chance to win the most eligible mates. Clearly, there is nothing wrong wi
15、th wanting children to do their best. It is not the normal, healthy desire of parents to have successful children that is the problem, but the excessive pressure some parents are putting on children. Why this push for excellence? Since parents today are having fewer children their chances of having
16、“a child to be proud of“ are lower than when families were larger. The cost of child rearing has also increased dramatically, so a successful child also protects ones investment. But most of all, many of todays parents have carved out their own successful careers and feel very much in charge of thei
17、r lives. They see no reason they should not take charge of child rearing in the same manner and with the same success. A successful child is the ultimate proof of their success. The result is that many parents are far too intrusive. By deciding what and when children should learn, they rob them of t
18、he opportunity to take the initiative, to take responsibility for their mistakes and credit for their achievements. Such practices run the risk of producing children who are de pendent and lacking in self-esteem. Todays parents want super-kids, but what they are often getting are super problems. Alt
19、hough correlation (相互关系 ) is certainly not causation (因果关系 ), it is hard not to connect the reported increase in stress symptoms over the last decade with the pressure on todays children to be super-kids. The stories I hear as I travel about the country are frightening. A girl who was involved in fo
20、ur different out-of-school activities (ballet, horseback riding, Brownies (年女童子军 ), and music lessons) developed severe facial tics (抽搐 ) at age eight. Irving Sigel of Educational Testing Service tells the story of a six-year old who, while doing her homework, asked her mother, “If I dont get there
21、right, will you kill me?“ A woman told me that her seven-year-old grandson ran away from home (and all the after-school lessons) and came to her house, where he could have milk and cookies and play with the dog. One mother asked me if I could cure her six-year-old son of his nail biting by hypnosis
22、or by teaching him relaxation. When I suggested that a less demanding extracurricular (课外的 ) program might help, she replied, “Oh no, we cant do that.“ Such child behavior problems are symptomatic (表明 症状的 ) of our times. Our trouble is that we always seem to go to extremes. Parents are either too pe
23、rmissive (宽容的 ) or too pushy (一意孤行的 ). Healthy child rearing demands a middle ground. Certainly we need to make demands on our children. But they have to be tailored to the childs interests and abilities. We put our children at risk for short-term stress disorders and long-term personality .problems
24、 when we ignore their individuality and impose our own priorities “for their own good.“ I believe that we need to abandon the false notions that we can create exceptional children by early instruction, and that such children are symbols of our competence as parents. And I believe we should be as con
25、cerned with character as with success. If we have reared a well-mannered, good, and de cent person, we should take pleasure and pride in that fact. More likely than not, if we have achieved those goals, the childs success will take care of it self. Each child has a unique pattern of qualities and ab
26、ilities that makes him or her special. In this sense, every single child is a super-kid. 2 Many parents today assume that their children will be in an advantageous position if they start striving competitively for excellence at an early age. （ A） Y （ B） N （ C） NG 3 Many people now prefer the saying
27、“early ripe, early rich“ to the saying “early ripe, early rot.“ （ A） Y （ B） N （ C） NG 4 Many parents are pushing their children prematurely into adulthood and at ever-earlier ages they have to work hard to excel not only in academic study, but in sports and social life as well. （ A） Y （ B） N （ C） NG
28、 5 The push for excellence is powerful all the way through to higher education. （ A） Y （ B） N （ C） NG 6 _, _, and _ are some factors that lead parents to pursue a competitive approach to child rearing. 7 Most probably the word “intrusive“ means _. 8 Pushing a child to be a competitive high achiever
29、at an early age will result in such negative long-term consequences as _, _, and _. 9 The author supports his belief in the “consequences“ of parental pressure by _. 10 The author strongly believes that parents should care as much about _ as with _. 11 According to the author, a child with _ is an e
30、xceptional child by itself. 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 ques
31、tion 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. （ A） Hes upset because he has cut himself. （ B） He cant face the physics instructor any longer. （ C） He wants the woman to cut out science courses. （ D） He doesnt h
32、ave the ability to be a scientist. （ A） She should be careful about her money. （ B） She should buy the brown suit. （ C） She should find another job to make more money. （ D） She shouldnt buy the brown suit. （ A） One hour. （ B） Two hours. （ C） Three hours. （ D） Four hours. （ A） He has hurt his hand. （
33、 B） He cant fix it. （ C） He is very busy at the moment. （ D） He wants the woman to give him a hand. （ A） Its raining. （ B） She doesnt like playing tennis. （ C） She doesnt want to get sunburned. （ D） Its a hot day. （ A） A plumber. （ B） An automobile mechanic. （ C） A doctor. （ D） A hair stylist. （ A）
34、Apologetic. （ B） Grateful. （ C） Disappointed. （ D） Angry. （ A） Three years ago. （ B） This year. （ C） Last year. （ D） In December. （ A） He failed his last test. （ B） He cant find his watch. （ C） Hes taking examinations soon. （ D） He missed his medical checkup. （ A） She is a medical student. （ B） She
35、is older than he is. （ C） She has been through a similar experience. （ D） She has a sense of humor. （ A） He has never heard of them. （ B） He didnt have their number. （ C） He hasnt had the time. （ D） He couldnt afford the fee. （ A） A comparison of unconscious behavior patterns. （ B） Recent trends in
36、psychology. （ C） Reasons for certain behavior problems. （ D） Causes of anxiety. （ A） He feels angry. （ B） He wants attention. （ C） Hes too quiet. （ D） Hes very nervous. （ A） Hes late for social occasions but not for work. （ B） Hes a quiet person but likes to make grand entrances. （ C） He expects oth
37、ers to be on time but is usually late himself. （ D） He loses pay for being late to work but doesnt seem to mind. （ A） Trying to get Mark to talk about his problem. （ B） Helping Mark relax and be more comfortable in a group. （ C） Waiting fifteen minutes and then leaving without Mark. （ D） Telling Mar
38、k to come earlier than the planned meeting time. 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 fr
39、om the four choices marked A, B, C and D. （ A） Whether it is necessary to put labels on prepared foods. （ B） What the daily requirements for certain nutrients should be. （ C） How to get consumers to read labels more carefully. （ D） What information food manufactures should provide to consumers. （ A）
40、 Stricter standards for food preparation. （ B） More detailed labels on food. （ C） Removing certain foods from the market. （ D） Regular testing of food products. （ A） To demonstrate that current consumer trends are stable. （ B） To compare current consumer trends to those of the past. （ C） To indicate
41、 that most consumers actively research the products they buy. （ D） To show that there has been a decrease in consumer awareness. （ A） It means that one always knows what his muscles are doing. （ B） It means that one performs simple actions without working. （ C） It means that ones muscles are used on
42、ly to the extent necessary for each action they perform. （ D） It means that one improves muscular action consciously. （ A） They appear to be textured like wood. （ B） They appear to be colored like wood. （ C） They appear to be smooth and red. （ D） They appear to be short and thick. （ A） Because she h
43、as more voluntary muscles than an average man. （ B） Because 30 to 40 percent less muscle for her body mass than a man. （ C） Because 60 to 70 percent less muscle for her body mass. （ D） Because less muscle fiber for her body weight. （ A） People can learn to recognize faces. （ B） People have different
44、 personalities. （ C） People have difficulty in describing the features of fingerprints. （ D） People differ from each other in facial features. （ A） They can tell people apart by how they behave. （ B） They can type each other. （ C） They can tell good people from bad ones. （ D） They can recognize huma
45、n faces. （ A） Ancient Greek audience. （ B） Movie actors. （ C） Psychologists. （ D） Modern TV audience. （ A） Because people differ in their behavioral and physical characteristics. （ B） Because human fingerprints provide unique information. （ C） Because peoples behavior can be easily described in word
46、s. （ D） Because human faces have complex features. 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
47、blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 36 Lively argument centers around effect of public
48、 communication on audiences, not only in matters concerning public opinion on political【 B1】 _ , but in matters of personal life-styles and tastes,【 B2】 _ behavior, the judgments and dispositions of children, and possible【 B3】 _ to violence. Feelings regarding these matters vary greatly. Some people
49、 explain the larger effects of mass communication as generally harmless to both young and old. Many sociologists follow the theory that mass communication can【 B4】 _ values already accepted and【 B5】 _ in the culture.【 B6】 _ other analysts believe that mass communications provide powerful sources of informal education and persuasion. Their conclusions are drawn largely from observations that many, if not most, people in 【 B7】 _
