1992年6月大学英语六级(CET-6)真题试卷.doc

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1、1992年6月大学英语六级(CET-6)真题试卷Part I Listening Comprehension (20 minutes)Section A1.A) She doesnt like the collar.B) She doesnt like silk.C) She doesnt like white dresses.D) She doesnt think its her size.（）2.A) The scene of the old mans death shocked her.B) The scene of the old mans death frightened her.C

2、) The scene of the old mans death moved her.D) The scene of the old mans death upset her.（）3.A) She didnt get what she wanted.B) She was given a vegetable salad.C) She found the fruit not fresh enough.D) She had been overcharged.（）4.A) Jim must have copied from John.B) He doesnt seen to like the two

3、 compositions.C) John must have copied from Jim.D) One must have copied from the other.（）5.A) They want to wear special clothes.B) They want other people to watch them dance.C) They want to celebrate their festivals.D) They want to enjoy themselves.（）6.A) $40.B) $30.C) $25.D) $14.（）7.A) An experienc

4、ed nurse.B) A shop assistant.C) The mans old friend.D) Secretary of a company.（）8.A) Jane is sick.B) Jane is with her sister.C) Jane wont come.D) Jane will call back this evening.（）9.A) She has to take the final exams.B) She has to get her paper done.C) Shell celebrate her 25th birthday.D) She will

5、practise typing.（）10.A) Taking a rest.B) Paying a visit.C) Making a purchase.D) Making an appointment.（）Section BPassage OneQuestions 11 to 13 are based on the passage you have just heard.11.A) To settle down in the U.S.B) To get his doctors degree.C) To become a professor.D) To finish high school.（

6、）12.A) In the Ministry of Education.B) In the Ministry of Agriculture.C) At a university.D) At a hospital.（）13.A) Because they think thats where they belong.B) Because Africa is developing rapidly.C) Because they are drawn by high salaries.D) Because they are drawn by good opportunities.（）Passage Tw

7、oQuestions 14 to 16 are based on the passage you have just heard.14.A) He offered them to those in need.B) He kept them for his own use.C) He sold them to bike shops.D) He gave them to his relatives as Christmas gifts.（）15.A) He wanted to get the mans old bike.B) He wanted to know the price of the n

8、ew bike.C) He wanted to know what was new of the mans bike.D) He wanted to repair the old bike for the man.（）16.A) His interest in doing the job.B) His wish to help others.C) His intention to learn a trade.D) His ambition to become known and popular.（）Passage ThreeQuestions 17 to 20 are based on the

9、 passage you have just heard.17.A) The designer of the White House.B) The first resident of the White House.C) One of the U.S. presidents.D) A specialist of American history.（）18.A) To add to the beauty of the building.B) To follow the original design.C) To wipe out the stains left behind by the War

10、.D) To make the building look more comfortable.（）19.A) Right after it was rebuilt.B) During the administration of John Adams.C) When Theodore Roosevelt was president.D) After many other names had been given to it.（）20.A) It has been changed several times.B) It has never been changed.C) It was change

11、d after the War of 1812.D) It was changed during Roosevelts presidency.（）Part II Reading Comprehension (35 minutes)Passage OneQuestions 21 to 25 are based on the following passage.What do Charles Darwin, Nicholas Copernicus and Frank J. Sulloway have in common?The first two, of course, were revoluti

12、onary scientific thinkers: Copernicus established that the Earth revolves around the sun; Darwin discovered natural selection. And Sulloway? Hes a historian of science at Massachusetts Institute of Technology who has discovered something else these two men-and, indeed, most of the major pioneers in

13、science over the last 400 years-have in common: they were, like Sulloway himself, preceded in birth by at least one other brother or sister. Birth order, he found, is the most reliable indicator of whether a scientist will embrace or attack radical new ideas.The third of four children, Sulloway has

14、spent 20 years searching out the birth order of 2,784 scientists who were on one side or the other of 28 scientific revolutions since the 16th century. He discovered that 23 of the 28 revolutions were led by later-borns.Sulloway focused on the male-dominated world of science and the sole issue he me

15、asured was willingness to challenge established opinions. Those least likely to accept new theories were firstborns with younger brothers or sisters. The most radical were younger sons with at least one older brother.According to Sulloways theory, firstborn children identify more readily with parent

16、al authority because, among other things, they are often put in charge of younger brothers or sisters.Through this identification, firstborns absorb the norms (规范,准则) and values of society in ways that subsequent children do not. The older child gets responsibility. They younger one tests the limits

17、, tries to see what he can get away with.21.What is the main idea of the passage?A) Later-borns are more intelligent than firstborns.B) Revolutionary thinkers tend to recognize the influence of birth order.C) Major scientists always have something in common in their way of thinking.D) Ones behaviour

18、 is often determined by birth order.（）22.The historian of science mentioned in the passage is of the family.A) the youngest childB) neither the eldest nor the youngest childC) the only childD) the eldest child（）23.The 2,784 scientists Sulloway studied _.A) had led 23 of the 28 scientific revolutions

19、B) were preceded in birth by at least one brother or sisterC) had either supported or opposed revolutionary ideasD) had dominated the world of science for 400 years（）24.According to Sulloways theory, who is most likely to challenge established ideas of science?A) The only son with younger sisters.B)

20、 Those who identify more readily with parental authority.C) The only child of a family.D) A person with at least one older brother or sister.（）25.The authors attitude towards Sulloways birth order theory is _.A) criticalB) defensiveC) neutralD) inconsistent（）Passage TwoQuestions 26 to 30 are based o

21、n the following passage.The individual mobility, convenience, and status given by the private passenger car offer a seemingly unbeatable attraction. In 1987, a record 126,000 cars rolled off assembly lines each working day, and close to 400 million vehicles choke up the worlds streets today.But the

22、cars usefulness to the individual stands in sharp contrast to the costs and burdens that society must shoulder to provide an automobile-centered transportation system. Since the clays of Henry Ford, societies have made a steady stream of laws to protect drivers from each other and themselves, as wel

23、l as to protect the general public from the unintended effects of massive automobile use. Law makers have struggled over the competing goals of unlimited mobility and the individuals fight to be free of the noise, pollution, and physical dangers that the automobile often brings.Prior to the seventie

24、s, the autos usefulness and assured role in society were hardly questioned. Even worries about uprising gas prices and future fuel availability subsided (减退) in the eighties almost as quickly as they had emerged. Car sales recovered, driving is up, and wealthy customers are once more shopping for hi

25、gh performance cars.The motor vehicle industrys apparent success in dealing with the challenges of the seventies has obscured the harmful long-term trends of automobile centered transportation. Rising gasoline consumption will before long put increased pressure on oil production capacities. In addit

26、ion, as more and more people can afford their own cars and as mass motorization takes hold, traffic jam becomes a tough problem. And motor vehicles are important contributors to urban air pollution, acid rain, and global warming.Societys interest in fuel supply security, the integrity of its cities,

27、 and protection of the environment calls for a fundamental rethinking of the automobiles role. Stricter fuel economy and pollution standards are the most obvious and immediate measures that can be adopted. But they can only be part of the answer. In the years ahead, the challenge will be to develop

28、innovative (革新的) transportation policies.26.Which of the following is TRUE according to the first paragraph?A) A good car indicates its owners high social position.B) A good car allows its owner to travel free.C) A car provides its owner with a sense of safety.D) A car adds to its owners attractiven

29、ess.（）27.The phrase “rolled off assembly lines” (Para. 1, Lines 2-3) means _.A) “were turned out from factories”B) “moved along production lines”C) “moved along the streets”D) “were lined up in the streets”（）28.The passage states that there is _.A) a sharp contrast between the cost and usefulness of

30、 the carsB) a sharp contrast between the cost and performance of the carsC) a sharp conflict between car drivers and traffic rulesD) a sharp contradiction between the convenience of car owners and the burdens of society（）29.It is implied that the autos assured role in society is _.A) threatened by t

31、he rising gas pricesB) challenged by a series of fundamental problemsC) protected by lawD) firmly established（）30.Stricter fuel economy and pollution standards are _.A) only part of the solution to massive automobile useB) the best way to cope with the massive use of carsC) innovative transportation

32、 policiesD) future policies of the automobile industry（）Passage ThreeQuestions 31 to 35 are based on the following passage.While Americas grade-school and high-school system is coming under attack, one fact remains: U.S. universities are among the best in the world. Since World War II, American scie

33、ntists-mostly working in universities or colleges-have won more than half of all Nobel Prizes in physics and medicine. Foreign students rush to the United States by the tens of thousands; last year they earned more than one quarter of the doctoral degrees awarded in the country. Yet while American u

34、niversities produce great research and great graduate programme, they some-times pay little attention to the task that lies at their very core: the teaching of undergraduate students.In an era of $20,000 academic years, college presidents can no longer afford to ignore the creeping rot at their core

35、. In speeches and interviews the nations higher educators have rediscovered teaching. Robert Rosenzweig, president of the Association of American Universities, said: “Our organization was never very concerned about teaching. In the last 18 months, we have spent more time on undergraduate education t

36、han on any other subject.”Despite such promising efforts, no one doubts that research still outranks teaching at the leading universities, not least because it is a surer and faster way to earn status. Some people dont think it has to be that way. They argue that the reward system for college facult

37、y can be changed, so that professors will be encouraged to devote more time and effort to teaching. They say that they are beginning to believe that the 1990s may come to be remembered as the decade of the undergraduate.That would bring it full circle. For more than two centuries after the founding

38、of Harvard College in 1636, the instruction of undergraduate students was an essential condition of American higher education.31.Which of the following would be the best TITLE for this passage?A) University Education in the U.S.B) University Education ChallengedC) Teaching and Research in Universiti

39、esD) Undergraduate Teaching Rediscovered（）32.The first sentence in the second paragraph means that _.A) with a budget of $ 20,000, presidents find it difficult to keep their universities goingB) with the increase in fees, educators feel obliged to improve undergraduate teachingC) with a $ 20,000 bud

40、get, presidents find it difficult to stop the creeping rot in their universitiesD) with the decrease in fees, educators cant afford to lay equal stress on both research and teaching（）33.According to paragraph 3, some people think that the reward system for teachers should be changed so that _.A) mor

41、e emphasis will be laid on teachingB) leading universities can further raise their statusC) effort can be directed to graduate instructionD) the 1990s will become a decade of the-undergraduate（）34.According to the passage, at the leading American universities _.A) research is declining in importance

42、B) teaching is now ranked above researchC) teaching is a sure way to gain positionD) more importance is attached to research than to teaching（）35.It is implied in the passage that about 150 years ago undergraduate instruction _.A) was already threatened by research workB) began to be neglected in mo

43、st universitiesC) constituted the fundamental part of higher educationD) began to undergo rapid changes（）Passage FourQuestions 36 to 40 are based on the following passage.In the final years before the beginning of the Civil War, the view that the Negro was different, even inferior, was widely held i

44、n the United States. At Peoria, Illinois, in October 1854, Abraham Lincoln asked what stand the opponents of slavery should take regarding Negroes.“Free them, and make them politically and socially our equals? My own feelings will not admit of this; and if mine would, we well know that those of the

45、great mass, of white people will not.Whether this feeling accords with justice and sound judgement, is not the sole question, if indeed, it is any part of it. A universal feeling, whether well or ill founded, cannot be safely disregarded.We cannot, then, make them equals.”The Lincoln statement was c

46、lear and direct, and it doubtless represented the views of most Americans in the 1850s. Most of those who heard him or read his speech were of the same opinion as he. In later years, the Peoria speech would be used by those who taught to damage Lincolns reputation as a champion of the rights of the

47、Negro. In 1964, the White Citizens Councils reprinted portions of the speech in large advertisements in the daily press and insisted that Lincoln shared their views on the desirability of maintaining two distinct worlds of race.Lincoln could not have overcome the nations strong inclination toward ra

48、cial separation if he had tried. And he did not try very hard. When he set about forming Negro troops later, he was content not only to set Negroes apart in a unit called “U.S. Colored Troops, “but also to have Negro privates (列兵) receive $10 per month including clothing, while whites of the same rank received $13 per month plus clothing. Only the firm refusal