2018年12月大学英语六级预测题.doc

大 学 英 语 六 级 考 试全国统一模拟冲刺试卷COLLEGE ENGLISH TEST Band Six 试 题 册注意事项一、 将自己的校名、姓名、准考证号写在答题卡1和答题卡2上。将本试卷代号划在答题卡1上。 二、 试题册、答题卡1和答题卡2均不得带出考场。考试结束，监考员收卷后考生才可离开。三、 仔细读懂题目的说明。四、 在30分钟内做完答题卡1上的作文题。考生按指令在接着的30分钟内完成听力理解部分的试题,并在答题卡1上作答。然后监考员收取答题卡1，考生在答题卡2上完成其余部分的试题。全部答题时间为130分钟，不得拖延时间。五、 考生必须在答题卡上作答，凡是写在试题册上的答案一律无效。六、 多项选择题每题只能选一个答案；如多选，则该题无分。选定答案后，用HB-2B 浓度的铅笔在相应字母的中部划一条横线。正确方法是: A B C D。使用其他符号答题者不给分。划线要有一定的粗度，浓度要盖过字母底色。七、 如果要改动答案，必须先用橡皮擦净原来选定的答案，然后再按规定重新答题。八、 在考试过程中要注意对自己的答案保密。若被他人抄袭，一经发现，后果自负。Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a short essay on living in a self-centered way. Try to imagine what will happen when youngsters tend to do everything for their own benefit instead of doing something for others. You are required to write at least 150 words but no more than 200 words.注意: 此部分试题请在答题卡1上作答。Part II Listening Comprehension (30 minutes) Section ADirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions. Both the conversation 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 Answer Sheet 1with a single line through the centre.Conversation OneQuestions 1 to 4 are based on the conversation you have just heard.1. A) Composing a poem. B) Doing a presentation about literature. C) Writing a research paper. D) Finishing a literature review on a novel. 2. A) Before the mid-term test. B) After the final exam. C) Before the start of the next semester. D) After the end of the history class.3. A) Whether it contains relevant info about social sciences. B) Whether it provides a totally original argument. C) Whether its written by a professional scholar. D) Whether its organized in a complex structure.4. A) Clarify the concept of literature review. B) Follow the professors instruction. C) Provide a handy guide to her research. D) Read a large number of scholarly papers.Conversation TwoQuestions 5 to 8 are based on the conversation you have just heard.5. A) The discovery of a new virus. B) The cure of the H7N9 influenza. C) The cause of the H10N8 disease. D) The importance of a healthy diet.6. A) By eating chicken. B) By visiting a supermarket. C) By an unknown cause. D) By paying a visit to an infected area in China.7. A) It is more infectious than H7N9. B) It has not been seen in the past. C) It spreads easily from person to person. D) It shows similar genetic characteristics as the H7N9 virus. 8. A) They shouldnt be concerned about any kind of bird flu. B) They shouldnt take the new virus seriously. C) They shouldnt underestimate its possible danger. D) They shouldnt visit live poultry markets.Section BDirections: In this section, you will hear two 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 Answer Sheet 1 with a single line through the centre. Passage OneQuestions 9 to 11 are based on the passage you have just heard.9. A) Helping us to be moral people. B) Ensuring a meaningful life for us. C) Encouraging us to improve. D) Awakening us to our own psychological problems.10. A) Admiration comes from our envy of others.B) Envy produces an illusion about ourselves.C) Admiration causes pain in the admirers.D) Envy shows the dark sides of our hearts.11. A) To highlight the correct understanding of envy by Americans.B) To show the complicated meanings of a word.C) To test how people from different cultures understand a word. D) To demonstrate problems caused by people with different world outlooks.Passage TwoQuestions 12 to 15 are based on the passage you have just heard.12. A) Because he is much stronger than his sister.B) Because he has little chance to feel the warmth of a family.C) Because he envies his sister for the love from his father.D) Because he doesnt get along well with his mother.13. A) Children from single-parent families have abnormal behaviors.B) Most of single-parent families are not very well off.C) Parents got divorced for some financial problems in the family.D) Children are not well taken care of by their teachers.14. A) They are not confident at times.B) They perform badly in school.C) They often go to school with an empty stomach.D) They dont have good living habits.15. A) To pursue a happy marriage.B) To repair their marriage in time.C) To care more for their children.D) To get more involved in school activities.Section CDirections: In this section, you will hear recordings of lectures or talks followed by some questions. The recordings will be played 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 Answer Sheet 1 with a single line through the centre.Now listen to the following recording and answer questions 16 to 19.16. A) Because peoples interests may be blended with others. B) Because people are not always willing to help us.C) Because people cant be trusted without reserve.D) Because some people may be shy and not so cooperative.17. A) His past life experience.B) His good qualities.C) His perspectives on trust.D) His wealth.18. A) Teach people to focus more on their own benefits.B) Promote a healthy world outlook among people.C) Discourage people to destroy mutual trust.D) Report the advances in legislation to punish people violating mutual trust.19. A) By recording students emotional fluctuations.B) By getting students involved in trust building activities.C) By solving students psychological problems.D) By boosting students self-esteem.Now listen to the following recording and answer questions 20 to 22.20. A) By having a knowledge of the problems involving their kids.B) By comparing their child to others.C) By introducing new friends to their child.D) By cultivating good study habits in their child.21. A) The coming SAT.B) The competitiveness shown among peers.C) Information heard from high schoolers.D) Too much care from parents.22. A) Tactics for fighting directly with students showing antisocial behaviors.B) Ways to be the one on the giving side of bad behavior.C) Strategies for being king or queen among peers.D) Skills for dealing with the potential problems concerned.Now listen to the following recording and answer questions 23 to 25.23. A) Unborn babies.B) Almost every adult.C) The elderly.D) Anemia patients.24. A) Getting a childs bones softened.B) Harming a childs brain.C) Headaches.D) Stomach pains.25. A) It could get out of the childs body through the skin.B) It will spread all over the childs body.C) It destroys helpful minerals like iron and zinc in the childs body.D) It stops the childs liver from making new red blood cells.Part III Reading Comprehension (40 minutes) Section ADirections:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 26 to 35 are based on the following passage.The nations dislike of selfies seems to have reached yet another peak (or bottom) with a funny article claiming that obsessive selfie-taking had been classified as a mental order making the usual 26 on social media as a real story.Although the 27 of the article should have been told to readers (it first appeared on a site whose owners admit that “when writing . we spice it up with fantasy”), it was soon repackaged as a serious report by other outlets including Yahoo News.The original article 28 that the American Psychiatric Association had classified “selfitis” as “the obsessive compulsive 29 to take photos of ones self and post them on social media”, further 30 three strands of selfitis: borderline, acute and chronicdepending on the frequency with which individuals 31 .However, like most jokes (including one we debunked last week claiming that British scientists had 32 cloned a dinosaur) there was some substance to this story, playing upon our contemporary fears about technology while exploiting our natural 33 .Two weeks ago the British press reported the case of Danny Bowman, a teenager who tried to kill himself after falling into a downward spiral of depression characterised by Body Dysmorphic Disorder and compulsive selfie-taking. “It becomes a 34 to get approval and it can destroy anyone,” said Bowman, who would pose for up to 200 selfies in a day. “Its a real problem like drugs, alcohol or gambling. I dont want anyone to go through what Ive been through.” The psychiatrist who treated Bowman, Dr David Veal, said that cases like Bowmans werent about vanity, but about technology and social trends enabling individuals 35 mental problems.注意: 此部分试题请在答题卡2上作答。A) circlesB) desireC) latentD) claimedE) successfullyF) prejudicesG) distinguishingH) missionI) definingJ) negativelyK) upwardL) indulgedM) originN) accomplishesO) roundsSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.Women More Educated than Men but Still Paid LessAIn recent years women have risen to the top of the corporate world. From Indra Nooyi at Pepsico to Mary Barra at General Motors, the rise of women to CEO of major companies has been celebrated. More noteworthy has been the dominance of women in higher education. After centuries of male dominance, worldwide women now outnumber men in both university attendance and graduation.BYet these impressive gains have been limited by and large to developed nations, and even there disparity and discrimination call for continuous struggle. Broader society must acknowledge and address the pressures of this gender schooling divide.CUniversity enrollment parity between the sexes was achieved shortly after the start of the 21st century. Since then average ratios of university participation of women have surpassed men. While the average global university enrollment ratio in 1970 was 160 men per 100 women, today it stands at around 93 men per 100 women. Womens university enrollment ratios exceed those of men in two out of every three countries with data. In nearly all countries that are members of the Organization for Economic Co-operation and Development (经济合作与发展组织), the majority of university graduates are women. In some countries, such as Estonia, Iceland and Poland, about two-thirds of university graduates are women. Notable exceptions are Japan, South Korea and Turkey, where the proportions of female university graduates are between 40 and 50 percent.DIn the largest OECD country, the United States, women are almost 60 percent of the annual university graduates and more than 70 percent of 2012 high school valedictorians (致辞的优等毕业生). Women account for 60 percent of masters degrees and 52 percent of doctorates being awarded in the US. Although men continue to outnumber women in university enrollment in some developing countries, especially in sub-Saharan Africa and South Asia, in many others, such as Argentina, Iran, Nigeria and Saudi Arabia, women constitute the majority of university students. Also, among the worlds two largest populations, China and India, women are moving toward parity with men in university participation, 48 and 42 percent, respectively.EDespite these educational gains, women continue to lag behind men in employment, income, business ownership, research and politics. This pattern of inequality suggests that societal expectations and cultural norms regarding the appropriate roles for men and women as well as inherent biological differences between the sexes are limiting the benefits of womens educational advantage.FDifferences between men and women are apparent at the earliest ages. Researchers observe that boy and girl babies differ even in the crib, with boys more visually alert and physically active and girls more vocal and sensitive to sounds. Girl toddlers tend to mature more quickly than boy toddlers and develop language skills sooner.GSex differences in educational achievement are evident in early childhood. Even before primary school, boys tend to be behind girls in educational development, especially verbal skills. Teachers report that girls are more prepared to enter school than boys and find that girls begin reading at earlier ages than boys. Numerous country studies at the secondary-school level have found that, on average, girls consistently score higher in reading skills, while boys exceed slightly in mathematics. In general, girls outperform boys with better classroom grades, teacher assessments and scores on college entrance exams. As a result, some universities have adopted affirmative action policies for boys to achieve a desired sex balance in student enrollment.HAmong OECD countries womens college completion rate is on average 10 percentage points higher than mens. Closer examination of university education, however, indicates significant differences in fields of study chosen by men and women. Whereas men dominate in such fields as engineering, manufacturing, computer sciences, often exceeding 80 percent of bachelors degrees, women are concentrated in fields that are less remunerative such as education, humanities and arts, and health and welfare. Even in countries that strive for gender quality, such as Sweden, women account for about 60 percent of the college students majoring in the humanities versus 30 percent in engineering, manufacturing and construction.IDespite their educational advantage, college women have lower rates of employment than male counterparts in most countries, though the gap has decreased recently. Across OECD countries, for example, the employment rates among the college-educated aged 25 to 64 years are lower for women than college men, about 80 percent versus 90 percent on average with larger differences in some countries, including Japan, South Korea and Turkey. Also, in many Arab countries, such as Lebanon, Qatar and Saudi Arabia, women make up the majority of university students but constitute a minority of the labor force.JThose women who decide to join the labor force and advance their careers often interrupt their employment with motherhood responsibilities. Career interruptions of several years or part-time employment for child-rearing hinder the rise of college-educated women to high echelons (阶层) in industry, research and government. These women are also more likely than men to take time off from employment for family matters, including care for elderly relatives.KWith women outnumbering men on most college campuses, there are relative shortages of educated men. Highly educated and socially autonomous women in particular are encountering difficulties in meeting and dating marriageable, equally successful men. In Australia, for example, one in four of degree-educated women in their 30s are expected to miss out on finding a suitable male partner of similar age and educational attainment. Women increasingly face the choice of marrying below their educational level, something both men and women have traditionally avoided, or not marrying at all.LWomens educational advantage also has demographic effects on marriage, divorce and birth rates. Well educated and financially self-sufficient women are less likely to feel a need to marry; if married, they are less willing to tolerate a troubled relationship. In addition, those pursuing professional careers or already in high-level positions are more likely to remain childless or have a single child. Perhaps additional time is needed for womens educational advantage to bring about gender equality across major social, economic and political realms of society. In the meantime, societies could enact measures to benefit from the skills and talents of women and overcome the limitations of the glass ceiling.MGreater efforts, for example, are needed to overcome gender stereotypes that reinforce status, hierarchies, biases and sexism. Adoption of gender-sensitive legislation would promote equality between the sexes, including equal pay for equal work and access to finance for women. More flexible work schedules, improved parental leave policies and greater opportunities for women to rejoin the workplace after short interruptions due to family building would also facilitate gender equality.NWhile widely accepted that boys and girls should have the opportunity to pursue a career of their own choosing, many educators would like to require, or at least encourage, that both sexes take the same coursework throug