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2011年6月大学英语六级真题
Part Ⅰ& && && && && && && && && && && && && && &&&Writing& && && && && && && && && && && && && && &&&(30minutes)Directions:For this part, you are allowed 30 minutesto write a short essay entitled TheCertificate Craze. You should write at least 150 words following theoutline given below.1．现在许多人热衷于各类证书考试2．其目的各不相同3．在我看来……
The Certificate Craze
注意：此部分试题在答题卡1上。
PartII& && && &Reading Comprehension (Skimmingand Scanning)& && && && &(15 minutes)Directions: In this part, you will have 15 minutes to go overthe passage quickly and answer the questions on Answer Sheet 1. Forquestions 1-7, choose the best answer from the four choices marked A), B), C)and D). For questions 8-10, complete the sen-tences with the information givenin the passage.
Minority Report
Americanuniversities are accepting more minorities than ever. Graduating them isanother matter.Barry Mills, the president of Bowdoin College,was justifiably proud of Bowdoin's efforts to recruit minority students. Since2003 the small, elite liberal arts school in Brunswick, Maine,has boosted the proportion of so-called under-represented minority students inentering freshman classes from 8% to 13%. &It is our responsibility toreach out and attract students to come to our kinds of places,& he told a NEWSWEEKreporter. But Bowdoin has not done quite as well when it comes to actuallygraduating minorities. While 9 out of 10 white students routinely get theirdiplomas within six years, only 7 out of 10 black students made it tograduation day in several recent classes.&Ifyou look at who enters college, it now looks like America,& says HilaryPennington, director of postsecondary programs for the Bill & Melinda GatesFoundation, which has closely studied enrollment patterns in higher education.&But if you look at who walks across the stage for a diploma, it's stilllargely the white, upper-income population.&TheUnited Statesonce had the highest graduation rate of any nation. Now it stands 10th. For thefirst time in American history, there is the risk that the rising generationwill be less well educated than the previous one. The graduation rate among 25-to 34-year-olds is no better than the rate for the 55- to 64-year-olds who weregoing to college more than 30 years ago. Studies show that more and more poorand non-white students want to graduate from college – but theirgraduation rates fall far short of their dreams. The graduation rates for blacks,Latinos, and Native Americans lag far behind the graduation rates for whitesand Asians. As the minority population grows in the United States, low collegegraduation rates become a threat to national prosperity.The problem is pronounced at public universities. In2007 the University of Wisconsin-Madison – oneof the top five or so prestigious public universities – graduated 81% of its white studentswithin six years, but only 56% of its blacks. At less-selective state schools,the numbers get worse. During the same time frame, the University of Northern Iowagraduated 67% of its white students, but only 39% of its blacks. Communitycolleges have low graduation rates generally – but rock-bottom rates forminorities. A recent review of Californiacommunity colleges found that while a third of the Asian students picked uptheir degrees, only 15% of African-Americans did so as well.Privatecolleges and universities generally do better, partly because they offersmaller classes and more personal attention. But when it comes to a significantgraduation gap, Bowdoin has company. Nearby Colby Collegelogged an 18-point difference between white and black graduates in 2007 and 25points in 2006. Middlebury College in Vermont,another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. Themost selective private schools – Harvard, Yale, and Princeton – show almostno gap between black and white graduation rates. But that may have more to dowith their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selectiveschools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbeanthan black students who are descendants of American slaves.&Higher education has been able to duck this issuefor years, particularly the more selective schools, by saying theresponsibility is on the individual student,& says Pennington of the GatesFoundation.&If they fail, it's their fault.& Some critics blame affirmativeaction – students admitted with lower test scores and grades from shaky high schoolsoften struggle at elite schools. But a bigger problem may be that poor high schools often send their studentsto colleges for which they are&undermatched&: they could get into more elite, richer schools, butinstead go to community colleges andlow-rated state schools that lack the resources to help them. Some schools outfor profit cynically increase tuitions and count on student loans and federalaid to foot the bill – knowing full well that the students won't make it. &The schoolkeeps the money, but the kid leaves withloads of debt and no degree and no ability to get a better job. Colleges arenot holding up their end,& says Amy Wilkins of theEducation Trust.A college education is getting ever more expensive.Since 1982 tuitions have been rising at roughly twice the rate ofinflation. In 2008 the net cost of attending a four-year public university – afterfinancial aid – equaled28% of median (中间的)family income, while afour-year private university cost 76% ofmedian family income. More and more scholarships are based on merit, not need. Poorer students are not always thebest-informed consumers. Often they wind up deeply in debt or simplyunable to pay after a year or two and must drop out.There once was a time when universities took pride intheir dropout rates. Professors would begin the year by saying, &Look to the rightand look to the left. One of you is not going to be here by the end of theyear.& But such a Darwinian spirit is beginning to give way as at least afew collegesface up to the graduation gap. At the University of Wisconsin-Madison, the gaphas been roughlyhalved over the last three years. The university has poured resources into peercounseling tohelp students from inner-city schools adjust to the rigor (严格要求)and faster pace of a university classroom –and also tohelp minority students overcome the stereotype that they are less qualified. Wisconsin has a &laserlike focus&on building up student skills in the first three months, accordingto vice provost (教务长)DamonWilliams.State and federal governmentscould sharpen that focus everywhere by broadly publishing minority graduationrates. For years private colleges such as Princetonand MIT have had success bringing minorities onto campus in the summer beforefreshman year to give them some prepara-tory courses. The newer trend isto start recruiting poor and non-white students as early as the seventh grade, usinginnovative tools to identify kids with sophisticated verbal skills. Such pro-grams can beexpensive, of course, but cheap compared with the millions already invested inscholarshipsand grants for kids who have little chance to graduate without special support.With effort and money, thegraduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va.Its student body is less than 5% black and less than 2% Latino. While the schoolusually graduated about 90% of its whites, the graduation rate of its blacksand Latinoshad dipped to 63% by 2007. &We went through a dramatic shift,& saysDawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring(辅导) of minorities by other students and&partnering& with parents at a special pre-enrollment session. Theschool had its first-ever black homecoming. Last spring the school graduatedthe same proportion of minorities as it did whites. If the United Stateswants to keep up in the global economic race, it will have to pay systematicattention to graduating minorities, not just enrolling them.注意：此部分试题请在答题卡1上作答。1.& &What is theauthor's main concern about American higher education?A) Thesmall proportion of minority students.B)&&Thelow graduation rates of minority students.C) Thegrowing conflicts among ethnic groups.D) Thepoor academic performance of students.2.& &What was thepride of President Barry Mills of Bowdoin College?A) Theprestige of its liberal arts programs.B) Itsranking among universities in Maine.C) Thehigh graduation rates of its students.D)Itsincreased enrollment of minority students.3.& &What is therisk facing America?A) Itsschools will be overwhelmed by the growing number of illegal immigrants.B) Therising generation will be less well educated than the previous one.C) Morepoor and non-white students will be denied access to college.D)It isgoing to lose its competitive edge in higher education.4.& &How many African-American students earnedtheir degrees in Californiacommunity colleges according to a recent review?A) Fifty-sixpercent.& && && && && && && && && && && && && && & C) Fifteen percent.B)&&Thirty-ninepercent.& && && && && && && && && && && && && &D) Sixty-seven percent.5.& &Harvard, Yale, and Princetonshow almost no gap between black and white graduation rates mainly because& &.A) their studentswork harder& && && && && && && && && && &C) their classes are generally smallerB) theyrecruit the best students& && && && && && && && &&&D) they give students more attention6.&&How does Amy Wilkins of the Education Trustview minority students' failure to get a degree?A) Universitiesare to blame.B) Studentsdon't work hard.C) Thegovernment fails to provide the necessary support.D)Affirmativeaction should be held responsible.7.& &Why do somestudents drop out after a year or two according to the author?A) Theyhave lost confidence in themselves.B) Theycannot afford the high tuition.C) Theycannot adapt to the rigor of the school.D)Theyfail to develop interest in their studies.8.& &&&Totackle the problem of graduation gap, the University of Wisconsin-Madison helpsminority students get over the stereotype that _______.9.& && && && &Foryears, private colleges such as Princeton andMIT have provided minority students with _______ during the summer beforefreshman year.10.& && &Washington and Lee University is cited as anexample to show that the gap of graduation rates between whites and minoritiescan _______.
Part III& && && && && && && && && && && && & ListeningComprehension& && && && && && && &&&(35minutes)Section A Directions:In this section, youwill hear 8 short conversations and 2 long conversations. At the end of eachconversation, one or more questions will be asked about what was said. Both theconversation and the questions will be spoken only once. After each questionthere will be a pause. During the pause, you must read the four choices markedA), B), C) and D), and decide which is the best answer. Then mark the correspond-ingletter on Answer Sheet 2 with a singleline through the centre.注意：此部分试题请在答题卡2上作答。11.&&A)She will give him the receipt later.B)&&Theman should make his own copies.C) Shehas not got the man's copies ready.D)&&The man forgot to make the copies for her.12. A) Shephoned Fred about the book.& && && && &&&C) She ran into Fred on her way here. B) She was late forthe appointment.& && && && & D) She oftenkeeps other people waiting.13.&&A) Mark is not fit to take charge of theStudent Union.B)&&Markis the best candidate for the post of chairman.C)&&It won't be easy for Mark to win theelection.D)&&Females are more competitive than males inelections.14. A) Itfailed to arrive at its destination in time.B)&&It gotseriously damaged on the way.C)&&It got lost at the airport in Paris.D)&&It was left behind in the hotel.15. A)Just make use of whatever information is available.B)&&Putmore effort into preparing for the presentation.C) Findmore relevant information for their work.D) Simplyraise the issue in their presentation.16. A)The man has decided to choose Language Studies as his major.B)&&Thewoman isn't interested in the psychology of language.C)&&The man is still trying to sign up for thecourse he is interested in.D)&&The woman isn't qualified to take thecourse the man mentioned.17.&&A)They are both to blame.B)&&They areboth easy to please.C)&&They can manage to get along.D)&&They will make peace in time.18.&&A) They are indesperate need of financial assistance.B)&&Theyhope to do miracles with limited resources.C) Theywant to borrow a huge sum from the bank.D) Theyplan to buy out their business partners.
Questions 19 to 22 are based on theconversation you have just heard.19. A) We simplycannot help reacting instinctively that way.B) Wewish to hide our indifference to their misfortune.C) Wederive some humorous satisfaction from their misfortune.D)Wethink it serves them right for being mean to other people.20. A) They wantto show their genuine sympathy.B) Theyhave had similar personal experiences.C) Theydon't know how to cope with the situation.D)Theydon't want to reveal their own frustration.21. A) Theythemselves would like to do it but don't dare to.B) It'san opportunity for relieving their tension.C) It's arare chance for them to see the boss lose face.D)Theyhave seen this many times in old films.22. A) To irritate them.& && && && && && && && && && && && & C) To relieve her feelings.
B) To teach them a lesson.& && && && && && && && && &D)To show her courage.
Questions 23 to 25 are based on the conversation youhave just heard.23. A)Smuggling drugs into Hong Kong.& && && && &C) Stealing a fellow passenger's bag.& && && & B) Having committedarmed robbery.& && && && &D) Bringing a handgun into Hong Kong.24.&&A) He said not a single word during theentire flight.B)&&Hetook away Kumar's baggage while he was asleep.C) He wastravelling on a scholarship from Delhi University.D) He issuspected of having slipped something in Kumar's bag.25. A) Give him a lift.& && && && && && && && && && && && && &C) Check the passenger list.
B) Find Alfred Foster.& && && && && && && && && && && & D) Search all suspicious cars.
Section BDirections:In this section, youwill hear 3 short passages. At the end of each passage, you will hear somequestions. Both the passage and the questions will be spoken only once. Afteryou hear a question, you must choose the best answer from the four choices markedA), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 witha single line through the centre.注意：此部分试题请在答题卡2上作答。Passage OneQuestions 26 to 28 are based on the passageyou have just heard.26. A) They thinktravel has become a trend.B)&&Theythink travel gives them their money's worth.C) Theyfind many of the banks untrustworthy.D) Theylack the expertise to make capital investments.27. A) Lowertheir prices to attract more customers.B)&&Introducetravel packages for young travelers.C) Designprograms targeted at retired couples.D) Launcha new program of adventure trips.28. A) The role of travel agents.& && && && && && && && & C) The number of last-minute bookings.
B) The way people travel.& && && && && && && && && & D) The prices of polar expeditions.
Passage TwoQuestions 29 to 31 are based on the passageyou have just heard.29. A) Theold stereotypes about men and women.B)&&Thechanging roles played by men and women.C) Thedivision of labor between men and women.D)&&The widespread prejudice against women.30. A) Offer morecreative and practical ideas than men.B) Askquestions that often lead to controversy.C) Speakloudly enough to attract attention.D)Raiseissues on behalf of women.31. A) To prove thatshe could earn her living as a gardener.B)&&Toshow that women are more hardworking than men.C) Toshow that women are capable of doing what men do.D) Toprove that she was really irritated with her husband.
Passage ThreeQuestions 32 to 35 are based on the passage you havejust heard.32. A) Coveringmajor events of the day in the city.B)&&Reportingcriminal offenses in Greenville.C) Huntingnews for the daily headlines.D)&&Writing articles on family violence.33. A) Itis a much safer place than it used to be.B) Rapesrarely occur in the downtown areas.C) Assaultsoften happen on school campuses.D)It hasfewer violent crimes than big cities.34. A)There are a wide range of cases.B) Theyare very destructive.C) Therehas been a rise in such crimes.D)Theyhave aroused fear among the residents.35. A) Write about something pleasant.& && && && && &C) Offer help to crime victims.
B) Do some research on local politics.& && && &&&D)Work as a newspaper editor.
SectionCDirections: In this section, you will hear apassage three times. When the passage is read for the first time, you shouldlisten carefully for its general idea. When the passage is read for the secondtime, you are required to fill in the blanks numbered from 36 to 43 with theexact words you have just heard. For blanks numbered from 44 to 46 you arerequired to fill in the missing information. For these blanks, you can eitheruse the exact words you have just heard or write down the main points in yourown words. Finally, when the passage is read for the third time, you shouldcheck what you have written.注意：此部分试题请在答题卡2上作答。In America, peopleare faced with more and more decisions every day, whether it's picking one of31 ice cream (36) _____ or deciding whether and when to get married. Thatsounds like a great thing. But as a recent study has shown, too many choicescan make us (37) _____, unhappy – even paralyzed withindecision.That's (38) _____ true when it comes to the workplace, says BarrySchwartz, an author of six books about human (39) _____. Students aregraduating with a (40) _____ of skills and interests, but often find themselves(41) _____ when it comes to choosing an ultimate career goal.In a study,Schwartz observed decision-making among college students during their (42)_____ year. Based on answers to questions regarding their job-hunting (43)_____ and career decisions, he divided the students into two groups: &maximizers&who consider every possible option, and &satisficers& who look untilthey find an option that is good enough.You might expect that the students (44) _________________________________.But it turns out that's not true. Schwartz found that while maximizers ended upwith better paying jobs than satisficers on average, they weren't as happy withtheir decision.The reason (45) _________________________________. When you look atevery possible option, you tend to focus more on what was given up than whatwas gained. After surveying every option, (46)_________________________________.
PartIV& && && && && &&&Reading Comprehension(Reading in Depth)& && && && && & (25minutes)SectionADirections: In thissection, there is a short passage with 5 questions or incomplete statements.Read the passage carefully. Then answer the questions or complete thestatements in the fewest possible words. Please write your answers on AnswerSheet 2.Questions 47 to 51 are based on thefollowing passage.Howgood are you at saying &no&? For many, it's surprisingly difficult.This is especially true of editors, who by nature tend to be eager and engagedparticipants in everything they do. Consider these scenarios:It'slate in the day. That front-page package you've been working
one last edit and it's finished. Enter the executive editor, whomakes a suggestion requiring a more-than-modest rearrangement of the design andthe addition of an information box. You want to scream: &No! It'sdone!& What do you do?Thefirst rule of saying no to the boss is don't say no. She probably has somethingin mind when she makes suggestions, and it's up to you to find out what. Thesecond rule is don't raise the stakes by challenging her authority. That issueis already decided. The third rule is to be ready to cite options andconsequences. The boss's suggestions might be appropriate, but there are alwaysconsequences. She might not know about the pages backing up that needattention, or about the designer who had to go home sick. Tell her she can havewhat she wants, but explain the consequences. Understand what she's trying toaccomplish and propose a Plan B that will make it happen without destroyingwhat you've done so far.Here'sanother case. Your least-favorite reporter suggests a dumb story idea. This oneshould be easy, but it's not. If you say no, even politely, you risk inhibitingfurther ideas, not just from that reporter, but from others who heard that youturned down the idea. This scenario is common in newsrooms that lack asystematic way to filter story suggestions.Two steps are necessary. First, you need a system forhow stories are proposed and reviewed. Reporters can tolerate rejection oftheir ideas if they believe they were given a fair hearing. Your gutreaction (本能反应)and dismissive rejection, even of a worthless idea, might not qualify assystematic or fair.Second,the people you work with need to negotiate a &What if ...?& agreementcovering &What if my idea is turned down?& How are people expected toreact? Is there an appeal process? Can they refine the idea and resubmit it? Byanticipating &What if...?& situations before they happen, you canreach understanding that will help ease you out of confrontations.47.&&Insteadof directly saying no to your boss, you should find out __________.48.&&Theauthor's second warning is that we should avoid running a greater risk by__________.49.&&Oneway of responding to your boss's suggestion is to explain the __________ to herand offer an alternative solution.50.&&Toensure fairness to reporters, it is important to set up a system for stories to__________.51.&&Peoplewho learn to anticipate &What if...?& situations will be able toreach understanding and avoid __________.
Section BDirections: There are 2 passages in this section. Each passageis followed by some questions or unfinished statements. For each of them thereare four choices marked A), B), C) and D). You should decide on the best choiceand mark the corresponding letter on Answer Sheet 2 with a single linethrough the centre.Passage OneQuestions 52 to 56 are based on thefollowing passage.Atthe heart of the debate over illegal immigration lies one key question: areimmigrants good or bad for the economy? The American public overwhelmingly thinksthey're bad. Yet the consensus among most economists is that immigration, bothlegal and illegal, provides a small net boost to the economy. Immigrantsprovide cheap labor, lower the prices of everything from farm produce to newhomes, and leave consumers with a little more money in their pockets. So why isthere such a discrepancy between the perception of immigrants' impact on theeconomy and the reality?Thereare a number of familiar theories. Some argue that people are anxious and feelthreatened by an inflow of new workers. Others highlight the strain thatundocumented immigrants place on public services, like schools, hospitals, andjails. Still others emphasize the role of race, arguing that foreigners add tothe nation's fears and insecurities. There's some truth to all these explanations,but they aren't quite sufficient.Toget a better understanding of what's going on, consider the way immigration'simpact is felt. Though its overall effect may be positive, its costs andbenefits are distributed unevenly. David Card, an economist at UC Berkeley,notes that the ones who profit most directly from immigrants' low-cost laborare businesses and employers – meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers'savings probably translate into lower prices at the grocery store, but how manyconsumers make that mental connection at the checkout counter? As for thedrawbacks of illegal immigration, these, too, are concentrated. Nativelow-skilled workers suffer most from the competition of foreign labor.According to a study by George Borjas, a Harvard economist, immigration reducedthe wages of American high-school dropouts by 9% between .Amonghigh-skilled, better-educated employees, however, opposition was strongest instates with both high numbers of immigrants and relatively generous socialservices. What worried them most, in other words, was the fiscal (财政的)burden of immigration. That conclusion wasreinforced by another finding: that their opposition appeared to soften whenthat fiscal burden decreased, as occurred with welfare reform in the 1990s,which curbed immigrants' access to certain benefits.Theirony is that for all the overexcited debate, the net effect of immigration isminimal. Even for those most acutely affected – say,low-skilled workers, or Californiaresidents – theimpact isn'tall that dramatic. &The unpleasant voices have tended to dominate ourperceptions,& says DanielTichenor, a political science professor at the University of Oregon.&But when all those factorsare put together and the economists calculate the numbers, it ends up being anet positive, but a smallone.& Too bad most people don't realize it.注意：此部分试题请在答题卡2上作答。52. Whatcan we learn from the first paragraph?A) Whetherimmigrants are good or bad for the economy has been puzzling economists.B)&&TheAmerican economy used to thrive on immigration but now it's a different story.C) Theconsensus among economists is that immigration should not be encouraged.D) Thegeneral public thinks differently from most economists on the impact ofimmigration.53. Inwhat way does the author think ordinary Americans benefit from immigration?A) Theycan access all kinds of public services.B)&&Theycan get consumer goods at lower prices.C) Theycan mix with people of different cultures.D) Theycan avoid doing much of the manual labor.54. Whydo native low-skilled workers suffer most from illegal immigration?A)&&They have greater difficulty gettingwelfare support.B)&&Theyare more likely to encounter interracial conflicts.C)&&They have a harder time getting a job withdecent pay.D) Theyare no match for illegal immigrants in labor skills.55. What is the chief concern of nativehigh-skilled, better-educated employees about the inflow of immigrants?A)&&It may change the existing socialstructure.B)&&It maypose a threat to their economic status.C) It maylead to social instability in the country.D) It mayplace a great strain on the state budget.56. Whatis the irony about the debate over immigration?A)&&Even economists can't reach a consensusabout its impact.B) Thosewho are opposed to it turn out to benefit most from it.C) Peopleare making too big a fuss about something of small impact.D)Thereis no essential difference between seemingly opposite opinions.
Passage TwoQuestions 57 to 61 are based on thefollowing passage.Picture a typical MBA lecture theatre twenty yearsago. In it the majority of students will have conformed to the standard modelof the time: male, middle class and Western. Walk into a class today, however,and you'll get a completely different impression. For a start, you will now seeplenty more women – the University of Pennsylvania's Wharton School,for example, boasts that 40% of its new enrolment is female. You will also seea wide range of ethnic groups and nationals of practically every country.Itmight be tempting, therefore, to think that the old barriers have been brokendown and equal opportunity achieved. But, increasingly, this apparent diversityis becoming a mask for a new type of conformity. Behind the differences in sex,skin tones and mother tongues, there are common attitudes, expectations andambitions which risk creating a set of clones among the business leaders of thefuture.Diversity,it seems, has not helped to address fundamental weaknesses in businessleadership. So what can be done to create more effective managers of thecommercial world? According to ValerieGauthier, associate dean at HEC Paris, the key lies in the process by which MBAprogrammes recruit their students. At the moment candidates are selectedon a fairly narrow set of criteria such as prior academic and careerperformance, and analytical and problem solving abilities. This is then coupledto a school's picture of what a diverse class should look like, with the resultthat passport, ethnic origin and sex can all become influencing factors. Butschools rarely dig down to find out what really makes an applicant succeed, tocreate a class which also contains diversity of attitude and approach – arguablythe only diversity that, in a business context, really matters.ProfessorGauthier believes schools should not just be selecting candidates fromtraditional sectors such as banking, consultancy and industry. They should alsobe seeking individuals who have backgrounds in areas such as political science,the creative arts, history or philosophy, which will allow them to put businessdecisions into a wider context.Indeed,there does seem to be a demand for the more rounded leaders such diversitymight create. A study by Mannaz, a leadership development company, suggeststhat, while the bully-boy chief executive of old may not have been eradicatedcompletely, there is a definite shift in emphasis towards less tough styles ofmanagement – at least in Americaand Europe. Perhaps most significant,according to Mannaz, is the increasing interest large companies have in morecollaborative management models, such as those prevalent in Scandinavia, whichseek to integrate the hard and soft aspects of leadership and encouragedelegated responsibility and accountability.注意：此部分试题请在答题卡2上作答。57. Whatcharacterises the business school student population of today?A) Greaterdiversity.& && && && && && && && && && && && && && & C) Exceptional diligence.B)&&Intellectualmaturity.& && && && && && && && && && && && &&&D) Higher ambition.58. What is theauthor's concern about current business school education?A)&&It will arouse students' unrealisticexpectations.B)&&Itwill produce business leaders of a uniform style.C) Itfocuses on theory rather than on practical skills.D) Itstresses competition rather than cooperation.59. What aspect ofdiversity does Valerie Gauthier think is most important?A) Ageand educational background.& && && && && && &&&C) Attitude and approach to business.B)&&Socialand professional experience.& && && && && && &D) Ethnic origin and gender.60. What applicantsdoes the author think MBA programmes should consider recruiting?A) Applicantswith prior experience in business companies.B) Applicantswith sound knowledge in math and statistics.C) Applicantsfrom outside the traditional sectors.D)Applicantsfrom less developed regions and areas.61. What does Mannazsay about the current management style?A)&&It is eradicating the tough aspects ofmanagement.B)&&Itencourages male and female executives to work side by side.C) Itadopts the bully-boy chief executive model.D) It isshifting towards more collaborative models.
Part V& && && && && && && && && && && && && && && && && &&&Cloze& && && && && && && && && && && && && && && && && && && && &&&(15 minutes)Directions:There are 20 blanks inthe 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 fitsinto 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。Organisedvolunteering and work experience has long been a vital companion to universitydegree courses. Usually it is left to __62__ to deduce the potential from alist of extracurricular adventures on a graduate's resume, __63__ now the University of Bristol has launched an award toformalise the achievements of students who __64__ time to activities outsidetheir courses. Bristol PLuS aims to boost students in an increasingly __65__job market by helping them acquire work and life skills alongside __66__qualifications.&Ourstudents are a pretty active bunch, but we found that they didn't __67__appreciate the value of what they did __68__ the lecture hall,& says JeffGoodman, director of careers and employability at the university. &Employersare much more __69__ than they used to be. They used to look for __70__ and sawit as part of their job to extract the value of an applicant's skills. Now theywant students to be able to explain why those skills are __71__ to thejob.&Studentswho sign __72__ for the award will be expected to complete 50 hours of workexperience or __73__ work, attend four workshops on employ-ability skills, takepart in an intensive skills-related activity __74__, crucially, write a summaryof the skills they have gained. __75__ efforts will gain an OutstandingAchievement Award. Those who __76__ best on the sports field can take theSporting PLuS Award which fosters employer-friendly sports accomplishments.Theexperience does not have to be __77__ organised. &We're not justinterested in easily identifiable skills,& says Goodman. & __78__ ,one student took the lead in dealing with a difficult landlord and so __79__negotiation skills. We try to make the experience relevant to individuallives.&Goodman hopes the __80__ will enable active studentsto fill in any gaps in their experience and encourage their less-active __81__to take up activities outside their academic area of work.62.&&A)advisors& && && && &B) specialists& && && && && & C) critics& && && && && &D) employers63.&&A)which& && && && && && && & B) but& && && && && && && && &&&C) unless& && && && && &D) since64.&&A)divide& && && && && & B) devote& && && && && && && & C) deliver& && && && &&&D) donate65.&&A)harmonious& && &&&B) competitive& && && && && &C) resourceful& && &&&D) prosperous66.&&A)artistic& && && && && &B) technical& && && && && && &C) academic& && && & D) interactive67.&&A)dominantly& && && &B) earnestly& && && && && && &C) necessarily& && &&&D) gracefully68.&&A)outside& && && && &&&B) along& && && && && && && &&&C) over& && && && && &&&D) through69.&&A)generous& && && &&&B) considerate& && && && && &C) enlightening& && & D) demanding70.&&A)origin& && && && && & B) initial& && && && && && && && &C) popularity& && && & D) potential71.&&A)relevant& && && && & B) responsive& && && && && & C) reluctant& && && &&&D) respective72.&&A) out& && && && && && & B) off& && && && && && && && && &C) away& && && && && & D) up73.&&A)casual& && && && && && && & B) elective& && && && && && &&&C) domestic& && && &&&D) voluntary74.&&A) or& && && && && && && &B) thus& && && && && && && && & C) so& && && && && && &&&D) and75.&&A) Occasional& && && &B) Exceptional& && &&&C)Informative& && && && &&&D) Relative76. A)perform& && && && & B) convey& && && && && && && &C) circulate& && && && &D) formulate77. A)roughly& && && && &&&B) randomly& && && && && && &C) formally& && && && &D) fortunately78. A) Forinstance& && & B) In essence& && && && && & C) In contrast& && &&&D) Of course79. A)demonstrated& &&&B) determined& && && && && &C) operated& && && && &D) involved80. A)device& && && && && && && & B) section& && && && && && && &C) scheme& && && && & D) distraction81. A)attendants& && && & B) agents& && && && && && && & C) members& && && &&&D) peers
PartVI& && && && && && && && && && && && && && && &Translation& && && && && && && && && && && && && && && & (5 minutes)Directions: Complete the sentences by translating into English theChinese 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. Even though they werealready late, they ____________________ (宁愿停下来欣赏美丽的景色)than just go on.83. Noagreement was reached in the discussion between the two parties, as____________________ (任何一方都不肯放弃自己的立场).84. The pills____________________ (本来可以治愈那位癌症病人的),but he didn't follow thedoctor's advice and take them regularly.85. It is ____________________ (你真好，给了我那么多帮助); I really feel obliged to you.86. The warleft the family scattered all over the world, and it was thirty years____________________ (他们才得以重聚).
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这个都找了好久了，终于找到个全的，谢谢楼主
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找了很久的资料，谢谢楼主
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谢谢楼主~我试过了，没问题了~谢谢~
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