大 学 英 语 六 级 考 试模拟试题.docx

1、大 学 英 语 六 级 考 试模拟试题大 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

2、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 es

3、say 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 thi

4、s 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 m

5、aking 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 i

6、nformation, and were 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 superfi

7、cial 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 dis

8、tracted 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 were constantly distracted and interrupted, as we tend to be when looking at t

9、he screens of our computers and mobile phones, our brains cant 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 everywh

10、ere is to be nowhere.In an article in Science last year, Patricia Greenfield, a developmental psychologist who runs UCLAs Childrens Digital Media Centre, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain compu

11、ter 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 experime

12、nt 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 lectures content. Earlier experim

13、ents 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 u

14、se 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 weakness

15、es in higher-order cognitive processes, including abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination. Were becoming, in a word, shallower.Studies of our behaviour online support this conclusion. German researchers found that web browsers usual

16、ly 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 Sta

17、nford 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 muc

18、h 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 wasnt the case. In fact, the multitaskers werent even good at multitasking. Everything distracts them,

19、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 dont. The cellular structure of the human brain, scientists have discovered, adapts readily to the tools we use to find, store and share informat

20、ion. 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 were not using the technology.The pioneering neuroscientist Michael Merzenich believes our brains are being massively remodelled by our ev

21、er-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

22、a conversation late last year, he said that he was profoundly worried about the cognitive consequences of the constant distractions and interruptions the 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. A

23、s 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

24、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

25、 a time.But Dijksterhuiss work also shows that our unconscious thought processes dont engage with a problem until weve clearly and consciously defined what the problem is. If we dont have a particular goal in mind, he writes, unconscious thought does not occur.The constant distractedness that the ne

26、t 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 though

27、t, 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 m

28、odes 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

29、decreases.D) Because our brains cant forge the strong and expansive neural connections. 2. What do we learn about Patricia Greenfields 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 involv

30、ed 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) t

31、he use and non-use of computers for studying. D) changes that happen if peoples computer use increases. 4. One of Greenflelds conclusions was that_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 a

32、bout 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