1、1998 年 6 月大学英语六级考试试题 Part I Listening Comprehension (20 minutes) Section A 1. A) He thinks that there wont be enough seats for everybody. B) He thinks that the speaker wont show up. C) He thinks the seminar wont be open to the public. D) He thinks that there might not be any more tickets available.
2、2. A) Their father is unable to keep his promise. B) Their father is going on a vacation without her. C) Their father isnt telling her the truth. D) Their father doesnt want to travel abroad. 3. A) John didnt pass, although he had tried his best. B) John did better than he thought he was able to. C)
3、 John got an excellent score, which was unexpected. D) John was disappointed at his math score. 4. A) The roof of the womans house needs to be repaired. B) The roof of the mans house has several bad leaks. C) The womans bathroom was badly damaged. D) The man works for a roofing company. 5. A) Mr. Sm
4、ith will be replaced if he makes another mistake. B) Mr. Smith is an admirable chief of the Asian Department. C) Mr. Smiths department is more successful than all the others. D) Mr. Smith is seldom in his office. 6. A) She doesnt have a fax machine. B) She may quit her present job soon. C) She is ti
5、red of her present job. D) Her phone number has changed. 7. A) Someone has taken away her luggage. B) Her flight is 50 minutes late. C) Her luggage has been delayed. D) She cant find the man shes been waiting for. 8. A) To do whatever the committee asks him to. B) To make decisions in agreement with
6、 the committee. C) To run the committee his way. D) To make himself the committee chairman. 9. A) The woman found the mail box empty. B) The man is waiting for some important mail. C) The man has just sent out his application. D) The woman will write a postcard to her daughter. 10. A) Read the opera
7、tion manual. B) Try the buttons one by one. C) Ask the shop assistant for advice. D) Make the machine run slowly. Section B Passage One Questions 11 to 14 are based on the passage you have just heard. 11. A) They were drawing pictures. B) They were watching TV. C) They were making a telephone call.
8、D) They were tidying up the drawing room. 12. A) They locked the couple up in the drawing room. B) They seriously injured the owners of the house. C) They smashed the TV set and the telephone. D) They took away sixteen valuable paintings. 13. A) He accused them of the theft. B) He raised the rents.
9、C) He refused to prolong their land lease. D) He forced them to abandon their traditions. 14. A) They wanted to protect the farmers interests. B) They wanted to extend the reservation area for birds. C) They wanted to steal his valuable paintings. D) They wanted to drive him away from the island. Pa
10、ssage Two Questions 15 to 17 are based on the passage you have just heard. 15. A) Through food. B) Through air C) Through insects. D) Through body fluids. 16. A) They ran a high fever. B) They died from excessive bleeding. C) Their nervous system was damaged. D) They suffered from heart attack. 17.
11、A) To see what happened to the survivors of the outbreak. B) To study animals that can also get infected with the disease. C) To find out where the virus originates. D) To look for the plants that could cure the disease. Passage Three Questions 18 to 20 are based on the passage you have just heard.
12、18. A) To determine whether the Earths temperature is going up. B) To study the behavior of some sea animals. C) To measure the depths of the ocean. D) To measure the movement of waves on the ocean. 19. A) They were frightened and distressed. B) They swam away when the speaker was turned on. C) They
13、 swam closer to “examine“ the speaker when it was turned off. D) They didnt seem to be frightened and kept swimming near the speaker. 20. A) To attract more sea animals to the testing site. B) To drive dangerous sea animals away from the testing site. C) To help trace the sea animals being tested. D
14、) To determine how sea animals communicate with each other. Part Reading Comprehension (35 minutes) Passage One Questions 21 to 25 are based on the following passage: Cyberspace (网络空间 ) , data superhighways, multi-media - for those who have seen the future, the linking of computers, television and t
15、elephones will change our lives for ever. Yet for all the talk of a forthcoming techno- logical utopia (乌托邦 ) little attention has been given to the implications of these developments for the poor. As with all new high technology, while the West concerns itself with the “how“, the question of “for w
16、hom“ is put aside once again. Economists are only now realizing the full extent to which the communications revolution has affected the world economy. Information technology allows the extension of trade across geographical and industrial boundaries, and transnational corporations take full advantag
17、e of it. Terms of trade, exchange and interest rates and money movements are more important than the production of goods. The electronic economy made possible by information technology allows the haves to increase their control on global markets - with destructive impact on the have-nots. For-them t
18、he result is instability. Developing countries which rely on the production of a small range of goods for export are made to feel like small parts in the international economic machine. As “futures“ (期货 ) are traded on computer screens, developing countries simply have less and less control of their
19、 destinies. So what are the options for regaining control? One alternative is for developing countries to buy in the latest computers and telecommunications themselves - so-called “development communications“ modernization. Yet this leads to long-term dependency and perhaps permanent constraints on
20、developing countries economies. Communications technology is generally exported from the U. S. , Europe or Japan; the patents, skills and ability to manufacture remain in the hands of a few industrialized countries. It is also expensive, and imported products and services must therefore be bought on
21、 credit - credit usually provided by the very countries whose companies stand to gain. Furthermore, when new technology is introduced there is often too low a level of expertise to exploit for native development. This means that while local elites, foreign communities and subsidiaries of transnation
22、al corporations may benefit, those whose lives depend on access to the information are denied it. 21. From the passage we know that the development of high technology is in the interests of _. A) the rich countries B) scientific development C) the elite D) the world economy 22. It can be inferred fr
23、om the passage that _. A) international trade should be expanded B) the interests of the poor countries have not been given enough consideration C) the exports of the poor countries should be in ceased D) communications technology in the developing countries should be modernized 23. Why does the aut
24、hor say that the electronic economy may have a destructive impact on developing countries? A) Because it enables the developed countries to control the international market. B) Because it destroys the economic balance of the poor countries. C) Because it violates the national boundaries of the poor
25、countries. D) Because it inhibits the industrial growth of developing countries. 24. The development of modern communications technology in developing countries may _. A) hinder their industrial production B) cause them to lose control of their trade C) force them to reduce their share of exports D)
26、 cost them their economic independence 25. The authors attitude toward the communications revolution is _. A) positive B) critical C ) indifferent D) tolerant Passage Two Questions 26 to 30 are based on the following passage: The estimates of the numbers of home-schooled children vary widely. The U.
27、 S. Department of Education estimates there are 250,000 to 35,000 home-schooled children in the country. Home-school advocates put the number much higher - at about a million. Many public school advocates take a harsh attitude toward home schoolers , perceiving their actions as the ultimate slap in
28、the face for public education and a damaging move for the children. Home schoolers harbor few kind words for public schools, charging shortcomings that range from lack of religious perspective in the curriculum to a herdlike approach to teaching children. Yet, as public school officials realize they
29、 stand little to gain by remaining hostile to the home-school population, and as home schoolers realize they can reap benefits from public schools, these hard lines seem to be softening a bit. Public schools and home schoolers have moved closer to tolerance and, in some cases, even cooperation. Says
30、 John Marshall, an education official, “We are becoming relatively tolerant of home schoolers “The idea is, “Lets give the kids access to public school so theyll see its not as terrible as theyve been told, and theyll want to come back.“ Perhaps, but dont count on it, say home-school advocates. Home
31、 schoolers oppose the system because they have strong convictions that their approach to education - whether fueled by religious enthusiasm or the individual childs interests and natural pace - is best. “The bulk of home schoolers just want to be left alone, “says Enge Cannon, associate director of
32、the National Center For Home Education. She says home schoolers choose that path for a variety of reasons, but religion plays a role 85 percent of the time. Professor Van Galen breaks home schoolers into two groups. Some home schoolers want their children to learn not only traditional subject matter
33、 but also “strict religious doctrine and a conservative political and social perspective. Not incidentally, they also want their children to learn - both intellectually and emotionally - that the family is the most important institution in society.“ Other home schoolers contend “not so much that the
34、 schools teach heresy (异端邪说 ) , but that schools teach whatever they teach inappropriately,“ Van Galen writes. “These parents are highly independent and strive to take responsibility for their own lives within a society that they define as bureaucratic and inefficient.“ 26. According to the passage,
35、 home schoolers are _. A) those who engage private teachers to provide additional education for their children B) those who educate their children at home instead of sending them to school C) those who advocate combining public education with home schooling D) those who dont go to school but are edu
36、cated at home by their parents 27. Public schools are softening their position on home schooling because _. A) there isnt much they can go to change the present situation B) they want to show their tolerance for different teaching systems C) home schooling provides a new variety of education for chi
37、ldren D) public schools have so many problems that they cannot offer proper education for all children 28. Home-school advocates are of the opinion that _. A) things in public schools are not so bad as has often been said B) their tolerance of public education will attract more kids to public school
38、s C) home schooling is superior and, therefore, they will not easily give in D) their increased cooperation with public school will bring about the improvement of public education 29. Most home schoolers opposition to public education stems from their _. A) respect for the interests of individuals B
39、) worry about the inefficiency of public schools C) concern with the cost involved D) devotion to religion 30. According to Van Galen some home schoolers believe that _. A) public schools take up a herdlike approach to teaching children B) teachers in public school are not as responsible as they sho
40、uld be C) public schools cannot provide an education that is good enough for their children D) public schools are the source of bureaucracy and inefficiency in modern society Passage Three Questions 31 to 35 are based on the following passage: Every year television stations receive hundreds of compl
41、aints about the loudness of advertisements. However, federal rules forbid the practice of making ads louder than the programming. In addition, television stations always operate at the highest sound level allowed for reasons of efficiency. According to one NBC executive, no difference exists in the
42、peak sound level of ads and programming. Given this information, why do commercials sound so loud? The sensation of sound involves a variety of factors in addition to its peak level. Advertisers are skilful at creating the impression of loudness through their expert use of such factors. One major co
43、ntributor to the perceived loudness of commercials is that much less variation in sound level occurs during a commercial. In regular programming the intensity of sound varies over a large range. However, sound levels in commercials tend to stay at or near peak levels. Other “tricks of the trade“ are
44、 also used. Because low-frequency sounds can mask higher frequency sounds, advertisers filter out any noises that may drown out the primary message. In addition, the human voice has more auditory (听觉的 ) impact in the middle frequency ranges. Advertisers electronically vary voice sounds so that they
45、stay within such a frequency band. Another approach is to write the script so that lots of consonants (辅音 ) are used, because people are more aware of consonants than vowel (元音 ) sounds. Finally, advertisers try to be- gin commercials with sounds that are highly different from those of the programmi
46、ng within which the commercial is buried. Because people become adapted to the type of sounds coming from programming, a dramatic change in sound quality draws viewer attention. For example, notice how many commercials begin with a cheerful song of some type. The attention-getting property of commer
47、cials can be seen by observing one-to two-year-old children who hap- pen to be playing around a television set. They may totally ignore the programming. However, when a commercial comes on, their attention is immediately drawn to it because of its dramatic sound quality. 31. According to the passage
48、, the maximum intensity of sound coming from commercials _. A) does not exceed that of programs B) is greater than that of programs C) varies over a large range than that of programs D) is less than that of programs 32. Commercials create the sensation of loudness because _. A) TV stations always operate at the highest sound levels B) their sound levels are kept around peak levels C) their sound levels are kept in the middle frequency ranges D) unlike regular programs their intensity of sound varies over a wide range 33. Many c
