1、大学英语六级模拟试卷 775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 letter. You should write at least 150 words according to the outline given below in Chinese: 假如你是李静，你想向校长申请参加西部大开发，你要给校长写一封信，信的内容包括： 1表达自己想要参加西部大开发的愿望； 2简要说明自己的理由。 二、 Part II Readin
2、g 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 agrees with the information given in the passage; N (for NO)
3、if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Returning to Science Teresa Garrett was working part-time as a biochemistry postdoc (博士后 ). She had an infant at home, and she was miserable. She and her husband we
4、re considering having a second child. She didnt like leaving her daughter with a daycare provider, and she wondered if her slim income justified the expense of childcare. She decided to stay home full time. It was a lonely but practical decision, she says. She hadnt ruled out the possibility but she
5、 did not expect to return to science: After all, the conventional wisdom would equate several years of parenting leave with the end of a research career. Garrett eventually had two daughters and spent their early years at home. The challenge of managing a science career and personal family obligatio
6、ns is not a new issue, particularly for women. In a career where productivity and publications define your value, can you take a couple of years off and then make a successful return? When you do, will employers trust your devotion to your job? For Garrett, the answer to both questions was “Yes.“ Fi
7、rst, she found a short-term teaching tutor at Duke University, the institution where she had done her Ph. D. And then Christian Raetz, who had been her Ph. D. adviser, offered her a postdoc. The timing was perfect: She was ready to start a more regular work schedule, and her husband was interested i
8、n starting a business. Today, she is a chemistry professor at Vassar College. Garrett credits Raetz both for his faith in her abilities and his willingness to judge her contributions on quality and productivity and not the number of hours she spent in the laboratory. “People are always shocked to kn
9、ow that you can take time off and come back,“ she says. Returning to research after an extended personal leave is possible, but it may not be straightforward. Progress can be slow and there may be some fallout from a break. The path back doesnt come with a road map or a timeline. Your reentry will h
10、ave a different rhythm than your initial approach because this time you have to balance your career with the needs of a family. The uncertainty can make you feel isolated and alone. But if you are persistent and take advantage of the resources that are available, you can get it done. Stepping Sidewa
11、ys After time away from the work force, its particularly easy to underestimate your value as a scientist and hence to take one or more backward steps. Dont, says Ruth Ross, who nearly made that mistake after spending 4 years at home with her children. A Ph. D. pharmacologist with industry experience
12、, she applied for a technician job at the University of Aberdeen in the United Kingdom as she planned her return to science. She would have taken the job if it had been offered, she says, but “that probably would have been a bad career move.“ As it turned out, the university decided she was over-qua
13、lified. Instead of taking a step back, take a step sideways: If you left a postdoc, return to a postdoc, perhaps with a special career reentry fellowship. A faculty member at Aberdeen encouraged Ross to apply for a newly established career reentry fellowship from the Wellcome Trust. Funding from tha
14、t organization supported her postdoctoral research until the university hired her into a faculty position in 2002. After 2 years at home with her son and twin daughters followed by 3 years searching for project management jobs in the biotech industry, biochemist Pia Abola got wind of an opening at t
15、he Molecular Sciences Institute (MSI). An MSI staff scientist needed skills like hers but lacked money, so the two applied jointly for an NIH career reentry supplement. Shes now a protein biochemist and grant writer at Prosetta Bioconformatics. Independence and Flexibility Instead of stepping backwa
16、rd or sideways, physicist Shireen Adenwalla took a step forward. Instead of taking another postdoc, she set up an independent research program on soft money. Early in her career, Adenwalla took 15 months off, caring for her first child and then looking for another postdoc. When she and her physicist
17、 husband decided to move to the University of Nebraska, Lincoln he had accepted a tenure-track position Adenwalla turned down postdoc opportunities. Instead she arranged a visiting faculty position, followed by a post as a research assistant professor. “I think that was a very smart thing,“ she says
18、 today. “Establishing an independent research program is very important.“ Her starting salary was just $ 15 000, and she got just $ 5 000 in start-up assistance. She borrowed equipment, taught courses, took on graduate students, and published her research. She had a lab and an office, but both got m
19、oved around her lab three times, her office twice. Adenwalla missed having real start-up money, her own equipment, and the institutional investment that comes with a tenure-track position. On the other hand, she was her own boss, so she was able to take 6 months off when she had her second child and
20、 work part time for a while after her third child was born. Eventually she was hired to a tenure-track post. Flexible or part-time hours can smooth the transition back into the scientific work force. Some reentry fellowships specify a part-time option and most are accommodating, but even if you dont
21、 have a fellowship you can ask for a work schedule that meets your needs. Ross, for example, took advantage of the part-time provision of the Wellcome Trust Fellowship. When Garrett took the position on the Lipid Maps grant, she negotiated a 30-hour-a-week schedule. Patience： an Essential Virtue Two
22、 months before physicist Marija Nikolic-Jarics scheduled dissertation (专题论文 ) defense at Simon Fraser University, her husband was diagnosed with an aggressive brain tumor. Over the next 17 months, she focused on her husband and his cancer treatments. After his death, she moved with her little son to
23、 Winnipeg to be near family. She tried to jump-start her thesis project several times, the first in 1998, but she wasnt ready yet and became discouraged. Eventually, she found the motivation to return. She started from the beginning, with a new approach. She finished her Ph. D. in 2008. Now a postdo
24、c at the University of Manitoba, she has moved into a new research areabiomicrofluidics. This year, her work is supported by an M. Hildred Blewett Scholarship, a career reentry grant from the American Physical Society. Elizabeth Freeland, too, continues to work toward a permanent research position a
25、 decade after her return. When she followed her future husband to his postdoc at Brookhaven National Laboratory in Upton, New York, and subsequently to Chicago, Illinois, she wasnt able to find a compatible research opportunity. Since then, she has cared for the couples two young children, taught pa
26、rt time, and found a few short-term research opportunities, some paid, others not. Like Nikolic-Jaric, Freeland is a physicist, and like that other physicists she switched fields. Freeland moved from condensed matter theory to high-energy physics. She scraped together two one-year postdoctoral grant
27、s, the first from the American Association of University Women and the second is a Blewett Scholarship. Unable to find a permanent position locally, in September she started a one-year postdoc at Washington University in St Louis. The location is challenging, she says, but she is encouraged by the s
28、upport of her mentors (导师 ). And because her work is theoretical, she can spend alternate weeks at home with her husband and school-age children. Its a great research opportunity, she says, one she hopes will someday yield a job closer to her family. She also runs a Web site for physicists navigatin
29、g career breaks. Finding Your Own Way Back Though students sometimes see her as a role model, Adenwalla cautions that what worked for her might not be the best solution for others. “You have to find whats right for you,“ she says, and ignore those with different circumstances and needs. Her own jour
30、ney was a tradeoff, she says. On the plus side, she was able to pick her children up at school every day. On the minus side, she says, “there was a fear inside me that 1 would never make it.“ Garrett tells everyone about her journey, even noting it on her Vassar Web site. “Both young women and young
31、 men who are coming up through their career path need to know about the different ways that you can have a good and satisfying career in science.“ 2 When Garrett stayed at home, she was prevented from expecting to return to science because of her_. （ A） common sense （ B） several years of parenting l
32、eave （ C） slim income （ D） coming second child 3 When Garrett is a chemistry professor, Raetz judges her contributions on_. （ A） the number of hours she spent in laboratory （ B） her willingness to contribute （ C） the quality and productivity of her work （ D） her regular work schedule 4 According to
33、the passage, Ruth Ross almost committed the mistake that_. （ A） she underestimated her ability （ B） she took a step back （ C） she spent 4 years at home （ D） she took a step sideways 5 Before Pia Abola got a position at the MSI, she spent at home_. （ A） two years （ B） three years （ C） four years （ D）
34、 five years 6 Shireen Adenwalla moved her lab and office frequently because_. （ A） her house moved to Nebraska （ B） she kept getting promoted （ C） the equipment was borrowed （ D） she couldnt get abundant funding 7 Marija Nikolic-Jarics dissertation defense at Simon Fraser University was delayed beca
35、use of her_. （ A） husbands disease （ B） toddler son （ C） faraway family （ D） discouraging jump-start 8 In 1998, Nikolic-Jaric failed her thesis project because of her_. （ A） husbands death （ B） lack of motivation （ C） lack of preparation （ D） new approach 9 Before she switched fields, Freelands form
36、er research direction was_. 10 In addition to the one-year postdoc at Washington University, Freeland runs a Web site for physicists to_. 11 According to Garrett, if young people want to succeed in science, they need to know_. Section A Directions: In this section, you will hear 8 short conversation
37、s 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 pause. During the pause, you must read the four choices marked A, B, C and D, an
38、d decide which is the best answer. （ A） Enrolling in a business class. （ B） Airline reservations. （ C） Concert tickets. （ D） An important meeting. （ A） Talking to their attorneys. （ B） Discussing a contract. （ C） Signing an agreement. （ D） Paying off a debt. （ A） They will need a large location. （ B
39、） Not many will attend the seminar. （ C） Theyd better find a location quickly. （ D） The convention center may not be available. （ A） The erupted lava. （ B） The destructive ash. （ C） The unbearable beat. （ D） The poisonous gas. （ A） Indonesia. （ B） Yellowstone National Park. （ C） The Wales. （ D） The
40、Great Britain. （ A） By observing the ordinary ones that have already erupted. （ B） By studying the larger part of a volcano hidden underground. （ C） By tapping their potential of imagination. （ D） By resorting to past information and modem technology. （ A） She loved it. （ B） She disagreed with too m
41、uch of it to enjoy. （ C） She thought it was just so so. （ D） She liked the class but disagreed with the Professor. （ A） Early America was undemocratic. （ B） There has never been democracy in America. （ C） Early leaders of America had no desire for democracy. （ D） Democracy took time to develop in Am
42、erica. （ A） The basic foundations of democracy were created over 200 years ago. （ B） Early leaders loved democracy but didnt not hated, it. （ C） America is no different now than 200 years ago. （ D） The meaning of democracy has changed over time. （ A） She is afraid he may discover her ignorance. （ B）
43、 She is afraid it may affect her grade. （ C） She is not completely sure of her own opinion. （ D） She is too busy and has no time to waste. 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 questio
44、ns 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） Early miners. （ B） Spanish explorers. （ C） African naturalists. （ D） Early industrialists. （ A） To work in mining operations. （ B） To carry scientific supplies. （
45、C） To cross the North American continent. （ D） To help cultivate the frontier. （ A） Burros are relatives of the horse. （ B） Burros can adapt easily. （ C） Burros are common farm annals. （ D） There are many burros in the United States. （ A） Water absorbing ability. （ B） The cells membrane. （ C） Its su
46、rroundings. （ D） The ability to maintain salt. （ A） They lose water constantly. （ B） They contain a relatively lower concentration of salt. （ C） They neither lose nor absorb water. （ D） They possess a relatively higher concentration of salt. （ A） Excreting salt through gill cells. （ B） Losing more w
47、ater to their surroundings. （ C） Drinking more water. （ D） Diluting the amount of salt. （ A） They do not know what to learn. （ B） They are too young to concentrate their attention for a long time. （ C） They are occupied with learning. （ D） They set up the sound foundation for their future studies. （
48、 A） Shorten the teaching periods and change subjects. （ B） Teach the children to concentrate to the classes. （ C） Occupy the children with 1earning. （ D） Simplify the content of the class. （ A） They do not have too much time to play. （ B） They can comprehend and memorize learning materials. （ C） The
49、y can prepare for the future studies. （ D） They may form a bad habit. （ A） Negative. （ B） Supportive. （ C） Neutral. （ D） Critical. 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 just heard. For blanks numbered from 44 to 4
