大 学 英 语 六 级 考 试
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2上。 二、 试卷册、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。30分钟后，考生按指令启封试题册，在接着的15分
钟内完成快速阅读理解部分的试题。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125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 an essay on the topic of the excessive use of electronic devices. You should write at least 120 words following the outline given below in Chinese:
1、 目前很多大学生盲目追求电子产品；
2、 导致这个现象的原因（盲目攀比，市场因素，学习需求等） 3、 你的看法；
注意：此部分试题在答题卡1上作答。
Part II Reading 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 on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.
Is the internet making us stupid?
The stimulation of the digital age is changing the make-up of our brains, with potentially disastrous results, writes Nicholas Carr.
Although the worldwide web has been around for just 20 years, it is hard to imagine life without it. It has given us instant access to vast amounts of information, and we're able to stay in touch with friends and colleagues more or less continuously.
But our dependence on the internet has a dark side. A growing body of scientific evidence suggests that the net, with its constant distractions and interruptions, is turning us into scattered and superficial thinkers.
People who read text studded with links, the studies show, comprehend less than those who read words printed on pages. People who watch busy multimedia presentations remember less than those who take in information in a more sedate(安静的)and focused manner. People who are continually distracted by emails, updates and other messages understand less than those who are able to concentrate. And people who juggle many tasks are often less creative and less productive than those who do one thing at a time.
When we're constantly distracted and interrupted, as we tend to be when looking at the screens of our computers and mobile phones, our brains can't forge the strong and expansive（宽广的）neural connections that give distinctiveness and depth to our thinking. Our thoughts become disjointed, our memories weak. The Roman philosopher Seneca may have put it best 2000 years ago: ''To be everywhere is to be nowhere.''
In an article in Science last year, Patricia Greenfield, a developmental psychologist who runs UCLA's Children's Digital Media Centre, reviewed dozens of studies on how different media technologies influence
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our cognitive abilities. Some of the studies indicated that certain computer tasks, such as playing video games, increase the speed at which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly（熟练地）, result in less rigorous and ''more automatic'' thinking.
In one experiment at an American university, half a class of students was allowed to use internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the web performed much worse on a subsequent test of how well they retained the lecture's content. Earlier experiments revealed that as the number of links in an online document goes up, reading comprehension falls, and as more types of information are placed on a screen, we remember less of what we see.
Greenfield concluded that ''every medium develops some cognitive skills at the expense of others''. Our growing use of screen-based media, she said, has strengthened visual-spatial intelligence, which can strengthen the ability to do jobs that involve keeping track of lots of rapidly changing signals, such as piloting a plane or monitoring a patient during surgery. But that has been accompanied by ''new weaknesses in higher-order cognitive processes'', including ''abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination''. We're becoming, in a word, shallower.
Studies of our behaviour online support this conclusion. German researchers found that web browsers usually spend less than 10 seconds looking at a page. Even people doing academic research online tend to ''bounce'' rapidly between different documents, rarely reading more than a page or two, according to a University College London study. Such mental juggling takes a big toll. In a recent experiment at Stanford University, researchers gave various cognitive tests to 49 people who do a lot of media multitasking and 52 people who multitask much less frequently. The heavy multitaskers performed poorly on all the tests. They were more easily distracted, had less control over their attention, and were much less able to distinguish important information from trivia.
The researchers were surprised by the results. They expected the intensive multitaskers to have gained some mental advantages. But that wasn't the case. In fact, the multitaskers weren't even good at multitasking. ''Everything distracts them,'' said Clifford Nass, one of the researchers.
It would be one thing if the ill-effects went away as soon as we turned off our computers and mobiles. But they don't. The cellular structure of the human brain, scientists have discovered, adapts readily to the tools we use to find, store and share information. By changing our habits of mind, each new technology strengthens certain neural pathways and weakens others. The alterations shape the way we think even when we're not using the technology.
The pioneering neuroscientist Michael Merzenich believes our brains are being ''massively remodelled'' by our ever-intensifying use of the web and related media.
In the 1970s and 1980s, Merzenich, now a professor emeritus（荣誉退休）at the University of California in San Francisco, conducted a famous series of experiments that revealed how extensively and quickly neural circuits change in response to experience. In a conversation late last year, he said that he was profoundly worried about the cognitive consequences of the constant distractions and interruptions the
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internet bombards us with. The long-term effect on the quality of our intellectual lives, he said, could be ''deadly''.
Not all distractions are bad. As most of us know, if we concentrate too intensively on a tough problem, we can get stuck in a mental rut（固定思维）. But if we let the problem sit unattended for a time, we often return to it with a fresh perspective and a burst of creativity.
Research by the Dutch psychologist Ap Dijksterhuis indicates that such breaks in our attention give our unconscious mind time to grapple with a problem, bringing to bear information and cognitive processes unavailable to conscious deliberation. We usually make better decisions, his experiments reveal, if we shift our attention away from a mental challenge for a time.
But Dijksterhuis's work also shows that our unconscious thought processes don't engage with a problem until we've clearly and consciously defined what the problem is. If we don't have a particular goal in mind, he writes, ''unconscious thought does not occur''.
The constant distractedness that the net encourages - the state of being, to borrow a phrase from T. S. Eliot, ''distracted from distraction by distraction'' - is very different from the kind of temporary, purposeful diversion of our mind that refreshes our thinking. The mixture of stimuli short-circuits both conscious and unconscious thought, preventing our minds from thinking either deeply or creatively. Our brains turn into simple signal-processing units, shepherding information into consciousness and then back out again.
What we seem to be sacrificing in our surfing and searching is our capacity to engage in the quieter, attentive modes of thought that underpin contemplation, reflection and introspection.
注意：此部分试题请在答题卡1上作答。
1. According to the article, why are we becoming scattered and superficial thinkers? A) Because our memories become weak.
B) Because we become less creative and productive. C) Because our understanding ability decreases.
D) Because our brains can’t forge the strong and expansive neural connections. 2. What do we learn about Patricia Greenfield’s research?
A) It focused on problems resulting from use of media technologies.
B) It did not produce consistent patterns in connection with computer use. C) It involved comparing and analyzing previous studies.
D) It highlighted differences between people when using computers. 3. The experiment conducted at an American university concerned_________ A) the amount of attention people pay to what they see on computers. B) the connection between computer use and memory. C) the use and non-use of computers for studying.
D) changes that happen if people’s computer use increases. 4. One of Greenfleld’s conclusions was that_________
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A) certain claims about the advantages of computer use are false. B) computer use has reduced a large number of mental abilities.
C) people do not care about the effects of computer use on their minds. D) too much emphasis has been placed on the benefits of computer use. 5. The experiment conducted at Stanford University indicated that _________ A) some people are better at multitasking than others.
B) mental juggling’ increases the mental abilities of only a few people. C) beliefs about the effectiveness of multitasking are false.
D) people read online material less carefully than other material.
6. What does the neuroscientist Michael Merzenich think of the long term effect of the Internet on the quality of our intellectual lives?
A) It has no effects on the quality of our intellectual lives. B) It would make us smarter.
C) The consequences it brought about on our cognition are fatal. D) It may inflict minor damages on our thinking ability.
7. The author mentions Ap Dijksterhuis’s research in order to tell that_________ A) not all research supports beliefs about the dangers of computer use. B) the mind functions in ways that computers cannot.
C) problem-solving can involve very complex mental processes. D) uninterrupted concentration on something is not always a good thing.
8. Dijksterhuis's work shows that if we want our unconscious thought process to engage with a problem, we should___________________.
9. If the mixture of stimuli short-circuits both our conscious and unconscious thought, our minds won’t be able to___________________.
10. According to the author, contemplation, reflection and introspection rest on our capacity to___________________.
Part III Listening Comprehension (35 minutes)
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 question 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. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
注意: 此部分试题请在答题卡2上作答
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11. A) It was nicer when she moved in.
C) It was not a nice place at first. 12. A) At a restaurant
C) At a theater 13. A) She has never seen the man.
B) It was hard to find. D) The man has seen it before. B) In a kitchen
D) At a grocery store
B) She doesn’t know any European history.
C) She and the man were classmates. D) She doesn’t remember the man. C) It’s the kind of car she wants. D) The car is very unappealing to her.
14. A) She thinks the car is expensive. B) She thinks the car is dangerous.
15. A) The book is no longer in most stores.
C) She’s been looking for the book for years.
16. A) It was a bad day for a date.
B) The book was written many years ago. D) The print in the book is rare.
C) It was his worst date ever.
17. A) It was a very easy class.
B) Kelly forgot about the date. D) The date wasn't too bad. B) He finds calculus to be useful. D) He tries hard in school. B) There’s a lot of food. D) Everything is very fresh.
C) The class was not worth it.
18. A) He bought some farmland.
C) She wants one more thing.
Questions 19 to 22 are based on the conversation you have just heard. 19. A) For suggestions on how to write interview questions.
B) For assistance in finding a person to interview. C) To ask for advice on starting a business. D) To schedule an interview with him.
20. A) To inform the professor that she plans to print the interview there.
B) To explain why the assignment is difficult for her.
C) To show that she enjoys writing for school newspapers.
D) To indicate that she has experience with conducting interviews.
21. A) He gives her a list of local business owners.
B) He allows her to interview business owners in her hometown. C) He suggests that she read the business section of the newspaper. D) He gives her more time to complete the assignment.
22. A) That starting a business is risky.
B) Why writing articles on local businesses is important. C) How to develop a detailed business plan.
D) What personality traits are typical of business owners.
Questions 23 to 25 are based on the conversation you have just heard.
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23. A) Being asked difficult questions.
C) Explaining statistical results.
B) Using the projection equipment. D) Facing so many audience.
24. A) The discussion of research methods is not detailed enough.
B) The content of the presentation is not very worthy.
C) Lecturers do not show enough interest in their students’ work. D) The students do not make enough eye contact with the audience. 25. A) They provide too much for her to learn.
C) They should be held more frequently. Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some
question. 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 2 with a single line through the centre.
注意：此部分试题请在答题卡2上作答。
Passage One
Questions 26 to 28 are based on the passage you have just heard. 26. A) It was treated with some apprehension.
B) It was considered to be incapable of going wrong.
C) It was regarded as less important than normal fingerprinting. D) It was rejected by forensic scientists. 27. A) It can only be carried out on identical twins.
B) There are 3 billion known base pairs.
C) Every individual has their own genetic makeup. D) Bodies are made up of billions of cells.
28. A) The results are produced quickly.
B) It doesn’t require a large specimen of blood or skin.
C) Any sample of body tissue can be used.
D) It can be carried out at the spot where a crime was committed. 29. A) Certain ethnic groups have comparable genetic formations.
B) It has been rejected as evidence in court.
C) It is difficult to identify the genes of colored people. D) Ethnic minorities cannot be subject to DNA fingerprinting. Passage Two
Questions 30 to 32 are based on the passage you have just heard.
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B) They involve too much preparation. D) They do not have a clear focus.
30. A) Color has become the most important element of art.
B) Artists paint things more simply.
C) Paintings and sculptures represent specific objects. D) Artists do not paint things exactly as they are. 31. A) Its subjects are too dull.
B) It distracts attention from the work of art itself.
C) Its subjects are too difficult to paint. D) It does not offer a sufficient challenge. 32. A) They made people feel unhappy. B) They were the basis of abstract painting.
C) They made painting more complex. D) They showed certain human characteristics.
Passage Three
Questions 33 to 35 are based on the passage you have just heard.
33. (A) Walt Disney and his Legacy
(B) The history of Disney World and Disneyland (D) Walt Disney and animated cartoons
(C) Walt Disney's boyhood years
34. (A) Its cartoons and movies. (B) Walt Disney
(C) Its theme parks (D) Mickey Mouse and Donald Duck 35. (A) Snow White is the only successful full length cartoon film.
(B) The theme park in Paris is more successful than that in Tokyo. (C) Disney will create more new cartoons. (D) More theme parks may be opened around the world.
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 blank 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 main points in your own words. Finally, when the passage is read for the third time, you should check what you have written. 注意：此部分试题请在答题卡2上作答。
Every year, nine million people in the USA (36) _________up for educational courses in film-making techniques, whilst dozens of magazines aim to update fans on the progress of (37) _________ productions.
A Los Angeles-based Internet start-up is aiming to tap into the national (38) _________ with film by taking fans into the studios on-line to watch the making of certain movies in production. Through its website, the company aims to build a (39) _________ of fans for these movies, who will gain (40) _________to progress reports from participating studios. These will give insights into the working of directors and cinematographers and, (41) _________, also offer fans the chance to contribute to the creative process itself.
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In this way, it is hoped to make the audience into 'emotional stakeholders' in the film. It is a natural extension of the process which keeps viewers (42) _________ to television soap operas week after week. The company aims to (43) _________ this principle, however, so that (44) _______________________________. Participating film-makers will present selected parts of their work-in-progress on the website, giving users the opportunity to comment on what they've just seen. The benefit to film-makers will be twofold. (45) _______________________________ Around 150,000 people have already expressed an interest in the scheme. That represents quite a large group who, (46) ________________________________ And if they like both the film and the experience, they'll tell their friends.
Part IV Reading Comprehension (Reading in Depth) (25 minutes)
Section A
Directions: In this section, there is a short passage with 5 questions or incomplete statements. Read
the passage carefully. Then answer the questions or complete the statements in the fewest possible words. Please write your answers on Answer Sheet 2.
Questions 47 to 51 are based on the following passage.
Big companies swallow little ones every day. So the purchase on March 25th by Yahoo (annual revenue, $5 billion) of Summly, a British start-up (annual revenue, nil), for a reported $30m would normally merit merely a shrug of the shoulders and some muttering about the curious economics of the internet.
The deal is worth noting, though, for two reasons. One is that Summly’s founder, Nick d’Aloisio, is only 17: this summer he will be sitting his exams like other teenagers. He created an iPhone app to summarise articles in 300-400 words, ideal for the smartphone-user wondering what he should bother reading.
Li Ka-shing, a Hong Kong telecom’s tycoon, invested money in the venture, having got wind of an early version of the app after tech blogs wrote about it, Mr d’Aloisio says. Actors (Ashton Kutcher, Stephen Fry), artists (Yoko Ono) and entrepreneurs (Mark Pincus, co-founder and boss of Zynga, a maker of games) have also chipped in（投资）, taking the sum outsiders invested in Summly to $1.5m. Mr d’Aloisio says that he remained the largest shareholder.
The second reason is that Summly is just the latest of half a dozen start-ups snapped up by Yahoo in as many months. The internet company has also bought Stamped, Alike and Jybe, which built apps for personalised recommendations of, among other things, books, food and music; OnTheAir, a video-chat company; and Snip.it, which created an app for curating (搜集整理) and sharing articles.
Marissa Mayer, Yahoo’s boss since July, says she is determined to make the company a stronger force on smartphones and tablets. Yahoo was born on the desktop, but unlike Apple, Google, Amazon and Facebook, points out Thomas Husson of Forrester, a research firm, it lacks a mobile platform, such as an operating system or social network, through which to provide its content. Yahoo, says Mr Husson, ―will have to go through the various platforms to maximise reach‖.
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On mobile devices, thinks Mr Husson, personalised content will be especially attractive. The companies bought by Yahoo have all been trying to provide exactly that. Ms Mayer, who has also spruced up Yahoo’s news and e-mail apps in recent months, has neither time nor money to spare. Had she waited until Mr d’Aloisio left school, it might have been too late.
注意：此部分试题请在答题卡2上作答。
47. The iPhone app created by Nick d’Aloisio is ideal for smart phone users who ____________________. 48. How did Li Ka-shing learn about an early version of the app?
49. Yahoo bought Snip.it and acquired its app for_____________________________.
50. Marissa Mayer is determined to make Yahoo a stronger force on smart phone and tablets despite_________________________.
51. The companies bought by Yahoo have all been trying to provide_____________________________.
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished
statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 52 to 56 are based on the following passage.
With popular music as with classical music, the only way to come to understand it thoroughly, it is said, is by performing it. The problem with many pop bands is that their members are self-taught and, consequently. if ever they reach the level of public performance, they often only succeed in continuing the musical conventions to which they have been exposed. The days when a group of raw, talented musicians could get together and work their way through to a distinctive sound, constantly improving their technique in the process, seem to be gone. There may still be talents around, able to acquire prodigious（令人惊叹的） technique mainly by themselves, but most aspiring young musicians are increasingly content to play their own versions of other people’s tunes.
So what role, if any, does music teaching in school have to play? The current fashion in musical education in Britain dictates（规定） that young children must be creative and active, whilst the playing of recorded music to children has been made to seem like an easy option for lazy teachers. However, I feel strongly that listening to music is actually a crucial component in any musical education.
The arguments put forward by music educators are usually a reaction to what they see as a habit of uncritical listening induced by pop music. But in response to this, I fear, rather simplistic view, a couple of points need making. The first is that classical music is also listened to uncritically. I well remember a head teacher (who incidentally was always complaining that her students’ homework suffered as a result of their being distracted by popular music) sharing with me her delight over the new home hi-fi system she had acquired. Mozart, she said, eased the burden of writing hundreds of student reports enormously. Within a
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few weeks of our conversation, however, she had banned herself from using the system whilst working, so inaccurate had her report writing become.
The second is that the aural（耳的，听力的）awareness of the average listener to classical music — and I am afraid that includes a lot of music teachers — is also severely under-developed. Really discriminating listeners cannot tolerate music as a background to any activity that requires their concentration. Because they are mentally processing every note, they cannot shut the music out in order to perform any other task.
What’s more, if musical performance, recorded or live. is to have an impact on the young, it is not going to be because it has been suitably prepared for creative exploration. More likely, it will be because a particular piece of music is able to move those pupils who are susceptible to such motivation by its irrational, primeval（本能的） power. That is why it is so important that children should encounter the real world of music — preferably live as well as recorded — in as much variety as possible.
注意：此部分试题请在答题卡2上作答。
52. According to the author what do contemporary pop bands lack?
A) Genuine musical talent B) Inspirational role models
C) An innovative spirit
D) Musical conventions to follow
53. In the author ’s view, music classes in school_______ A) are too passive in nature. B) over-emphasise the role of music-making.
C) are over-reliant on recorded music.
D) fail to exploit the experience of teachers.
54. Which of followings does the example of the head teacher illustrate?
A) Popular music doesn’t require concentration. B) Good music demands our full attention.
C) Any kind of music can be distracting.
D) Classical music helps us to concentrate.
55. What can we learn about music teachers from the fourth paragraph?
A) They are inclined to misinterpret classical music.
B) They sometimes misuse recorded music in their classes. C) Some of them focus too narrowly on music in their training. D) Many of them have not learnt to listen to music effectively.
56. In the writer’s opinion, what aspect of a musical performance is most likely to appeal to young people?
A) Its emotional impact B) Its creative energy
C) Its unpredictable nature
Passage Two
Questions 57 to 61 are based on the following passage.
The employees know their jobs. They have all successfully completed initial training courses and they’ve had plenty of direct day-to-day experience. Nonetheless, companies instinctively feel that they could get more out of their staff by giving them further training in areas related to their work. When it comes to investing in such staff training, however, there is a fundamental paradox. Training remains an
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D) Its educational value
absolutely essential luxury item. All managers agree that they want it and they all know it is a good thing, but they cut the training budget at the slightest excuse.
Happily, however, there are companies who try it. But even when companies guarantee a budget and commit themselves to ongoing staff training, it does not always work.
A few years ago, a car company hired a team of external consultants to investigate why owners of a particular model in their range seldom came back for another one. The investigation pointed to a key factor in building customer loyalty — the quality of service at the company’s garages. In particular, if repairs were carried out effectively and to budget, customers were more likely to buy from that dealer again. The senior managers leapt on this with zeal, seeing a simple solution to their ailing sales figures. A rigorous training programme was designed for every mechanic in every garage. But a funny thing happened. Customer satisfaction with the quality of service fell dramatically.
It turned out that garages work to tight profit margins, with a prescribed number of mechanics to service a certain number of vehicles in a given period. Take a load of them out for training and the rest have more work to do in the same amount of time. Hence rushed jobs and mistakes. Simple really, and fairly obvious — when you go away on a training course, the world does not stop. Your job awaits you on your return, and normally there is more to do than when left. You return to the same company operating in the same way, with the same colleagues, and the same clients. You may be different, your toolkit of knowledge and experience may have grown, but unless you can apply your knowledge there and then, or within a short space of time, you will most likely carry on doing everything exactly the way you did it before you went on the course.
The moral is that ongoing training can be of value, but getting at that value is not as easy as one might think. There must be many a manager who has invested a lot of effort in identifying the kind of training required, has sent an employee on an external training course, but then has failed to conduct a thorough review of the outcome of that training afterwards.
注意：此部分试题请在答题卡2上作答。
57. In the writer’s opinion, why do many companies fail to invest in ongoing training for their staff?
A) Their managers are not in favour of it. B) They are unwilling to commit funds to it.
C) Their employees don’t see the need for it. D) They lack experience in setting it up. 58. What prompted the car company to send its mechanics on a training programme? A) Complaints from customers B) An investigation by its managers
C) Independent professional advice
D) A suggestion from its mechanics
59. According to the author, why may the car company’s training programme have failed? A) It broke normal work patterns.
B) It failed to address basic problems.
C) It was impossible for all mechanics to attend. D) It overemphasised the need for speed.
60. According to the writer, what should employees do when they return from a training course?
A) They should concentrate on catching up with their work.
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B) They should attempt to put new ideas into practice. C) They should convince colleagues of the value of training. D) They should try not to change everything immediately.
61 In the writer’s opinion, what mistake managers often make after employees have attended training courses?
A) They expect too much feedback from employees. B) They fail to provide adequate follow-up. C) They only see improvements in technical skills. D) They assume that further training will be available.
Part V Cloze (15 minutes)
Directions: There are 20 blanks in the following passage. For each blank there are four choices
marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
注意：此部分试题请在答题卡2上作答。
For hundreds of years we've been slowly expanding the reach of human knowledge, both in terms of what we know and how many of us know it. Today we 62 a resource like Wikipedia for granted – but compare it with the situation of only a few decades ago, when the majority of the population had 63 easy access to such knowledge. The 64 of expanding access to knowledge, both social and economic, are incalculable.
Now we stand at the 65 of possibly the most revolutionary advances in human history. The 66 technologies of the internet – HTML webpages, e-books, search technology, social media and many more – are very close 67 making all human knowledge accessible to all people for free.
Every time society advances, it faces 68 from those people economically and emotionally invested in the past. 69 the medieval church was none too pleased about printing technology breaking their hegemony 70 knowledge, but we'd 71 have had the Enlightenment
65. A) start C) threshold 66. A) combined
C) united 67. A) in
C) of 68. A) threats C) competitions 69. A) Inevitably
C) Decidedly C) over 71. A) never
62. A) use C) take 63. A) lacked C) needed 64. A) effects
C) welfare
B) make D) utilize B) enjoyed D) missed B) benefits D) interests
B) opening D) verge B) mixed D) merged B) to D) by B) disputes D) challenges B)Positively D) Undoubtedly D) above B) ever
70. A) with B) in
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without it. Today the media-conglomerates, governments and educational institutions that 72 from gatekeeping knowledge of all kinds are pushing the Stop Online Piracy Act, and even more harsh legislation to try and 73 the flood of free knowledge that threatens their power. 74 we want to stay in the knowledge 75 the medieval age, and miss the next enlightenment the knowledge revolution promises to bring with it, we should all redouble our
76 to make sure they lose.
For centuries the book has been the highest 77 of knowledge. The object that has enshrined and 78 knowledge through history. The book is so inextricably linked with our 79 of knowledge that for many people it is hard to 80 one from the other. But for human knowledge to reach its full 81 , we may have to let go of the book-as-object first, or open our thinking to a radically different definition of what a book is.
C) even 72. A) win
C) learn 73. A) hold in
C) hold on 74. A) Since C) Unless 75. A) equal to
C) related to 76. A) forces
C) efforts 77. A) signal
C) logo 78. A) preserved
C) increased 79.A) thinking
C) realization 80. A) separate
C) discriminate 81. A) potential
C) achievement
D) nevertheless B) earn D) profit B) hold back D) hold up B)Whether D) However B) equivalent of D) connected with B) powers D) strengths B) symbol D) representation B) reserved D) conserved B) concept D) belief B) tell D) distinguish B) possibility D) development
Part VI Translation (5 minutes)
Directions: Complete the sentences by translating into English the Chinese given in brackets. Please
write your translation on Answer Sheet 2.
注意: 此部分试题请在答题卡2上作答，只需写出译文部分。
82. ____________(直到我们在一起待了几个星期) that I found we had a lot in common.
83. It is of great importance that _______________________(所有渴望进步的年轻人) learn to get on
well with each other.
84. Had I been in your place, _______________(我会抓住每个晋升的机会).
85. What an important place for military affairs! It’s worth _______________(以生命代价去捍卫). 86. ___________________(这位学者是否有资格进行学术研究) remains uncertain among the
community of computer science.
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