2005年12月大学英语六级试题(B卷)

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Part I Listening Comprehension (20 minutes)

Section A

1. A) Dr. Holden should have taken over the position earlier.

B) She doesn’t think Dr. Holden has made a wise choice.

C) Dr. Holden is the best person for the chairmanship.

D) The dean should have consulted her on the appointment.

2 .A) They’ll get back to their school once in a while

B) They’ll hold a party before the summer vacation

C) They’ll do odd jobs together at the school library

D) They’ll keep in touch during the summer vacation

3 A) The woman didn’t know how to bargain.

B) Peaches are in season now.

C) Peaches are not at their best now.

D) The woman helped the man choose the fruit.

4 A) They ask for an extension of the deadline.

B) They work on the assignment together.

C) They choose an easier assignment.

D) They join the physics club.

5 A) She believes Jean was rude to Dr. Brown

B) She will talk to Jean about what happened

C) She thinks Dr. Brown deserves the praise

D) She admires Jean’s straightforwardness

6 A) He liked writing when he was a child

B) He became well known at the age of six

C) He used to be an editor of Reader’s Digest

D) He enjoyed reading stories in Reader’s Digest

7 A) He shows great enthusiasm for his studies

B) He does not study hard enough

C) He is a very versatile person

D) He has no talent for tennis

8 A) The train that John is taking will arrive soon

B) There are several railway stations in the city

C) John has lost something at the railway station

D) It will be very difficult for them to find John

9 A) It will continue to surge forward

B) Its rapid growth is beneficial to the world

C) It can be seen as a model by the rest of the world

D) Its success can’t be explained by elementary economics

10 A) The new apartments can accommodate 500 students

B) The new apartments are not available until next month

C) Most students can’t afford to live in the new apartments

D) It takes only 5 minutes to reach the campus from the apartments

Section B

11 A) The need for greater cultural diversity in the school curriculum

B) The role of immigrants in the construction of American society

C) The importance of offering diverse courses in European history

D) The historic landing of Europeans on the Virginia shore

12 A) He believed the speaker was a foreigner

B) He wanted to keep their conversation going

C) He was trying to show friendliness to the speaker

D) He was wondering if the speaker was used to living in America

13 A) Americans are in need of education in their history

B) Colored people are not welcome in the United States

C) Asian tourists can speak English as well as native speakers of the language

D) The US population doesn’t consist of white European descendants only

14 A) By enforcing discipline

B) By educating the public

C) By making laws

D) By holding ceremonies

15 A) It should be raised by soldiers

B) It should be raised quickly by hand

C) It should be raised by mechanical means

D) It should be raised only by Americans

16 A) It should be spread over the object to be unveiled

B) It should be hung from the top of the monument

C) It should be carried high up in the air

D) It should be attached to the status

17 A) There are precise regulations and customs to be followed

B) There has been a lot of controversy over the use of flag

C) The best athletes can wear uniforms with the design of the flag

D) Americans can print the flag on their cushions or handkerchiefs

Passage Three

18 A) Illness B) Truancy

C) Punishment by teachers

D) Poor academic performance

19 A) Principals of city schools

B) The Board of Education

C) Students with good attendance records

D) Students with good academic records

20 A) Cutting the budget for repairs and replacements

B) Punishing students who damage school property

C) Promoting teachers who can prevent the destruction

D) Rewarding schools that have decreased the destruction

Part II Reading Comprehension (35 minutes)

Passage one

Questions 21 to 25 are based on the following passage.

Ask most people how they define the American Dream and chances are they’ll say, “Success.” The dream of individual opportunity has been home in American since Europeans discovered a “new world” in the Western Hemisphere. Early immigrants like Hector St. Jean de Crevecoeur praised highly the freedom and opportunity to be found in this new land. His glowing descriptions of a classless society where anyone could attain success through honesty and hard work fired the imaginations of many European readers: in Letters from an American Farmer (1782) he wrote. “We are all excited at the spirit of an industry which is unfettered (无拘无束的) and unrestrained, because each person works for himself … We have no princes, for whom we toil (干苦力活)，starve, and bleed: we are the most perfect society now existing in the world.” The promise of a land where “the rewards of a man’s industry follow with equal steps the progress of his labor” drew poor immigrants from Europe and fueled national expansion into the western territories.

Our national mythology (神化) is full of illustration the American success story. There’s Benjamin Franklin, the very model of the self-educated, self-made man, who rose from modest origins to become a well-known scientist, philosopher, and statesman. In the nineteenth century, Horatio Alger, a writer of fiction for young boys, became American’s best-selling author with rags-to-riches tales. The notion of success haunts us: we spend million every year reading about the rich and famous, learning how to “make a fortune in real estate with no money down,” and “dressing for success.” The myth of success has even invaded our personal relationships: today it’s as important to be “successful” in marriage or parenthoods as it is to come out on top in business.

But dreams easily turn into nightmares. Every American who hopes to “make it” also knows the fear of failure, because the myth of success inevitably implies comparison between the haves and the have-nots, the stars and the anonymous crowd. Under pressure of the myth, we become indulged in status symbols: we try to live in the “right” neighborhoods, wear the “right” clothes, eat the “right” foods. These symbols of distinction assure us and others that we believe strongly in the fundamental equality of all, yet strive as hard as we can to separate ourselves from our fellow citizens.

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