大学英语六级考试模拟试卷(2).doc

大学英语四级考试模拟试卷（二）
Part I Writing (30 minutes)
Directions: For this part, you are allowed 30 minutes to write a letter to a teacher. You should write at least150 words following the outline given, below in Chinese:
你在写学期论文时遇到了一些困难，希望得到老师更具体的指导。给老师写封请求信。
1．说明你论文大致方向和你遇到的困难；
2．表达你希望得到老师更具体的指导的愿望；
3．请老师指定可以拜访他／她的时间、地点，并表示感谢。

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 question on Answer Sheet 1. For questions l-7, choose the best answer from the four choices marked A），B），C) and D）．For question 8-10, complete the sentences with the information given in the passage.
Green Revolution of Agriculture
The Green Revolution of agriculture began in 1943, and led in some places to significant increases in agricultural production between the 1940s and 1960s. The associated transformation has continued as the result of programs of agricultural research, extension, and infrastructural development, instigated (鼓动) and largely funded by the Rockefeller Foundation, along with the Ford Foundation and other major agencies. The consensus among some agronomists (农学家) is that the Green Revolution has allowed food production to keep pace with worldwide population growth. The Green Revolution has had major social and ecological impacts, and with multi-million dollar backing from organizations including the Gates Foundation, the deployment (展开) of Green Revolution policies will continue for some time.
The term "Green Revolution" was first used in 1968 by former USAID (United States Agency for International Development) director William Gaud, who noted the spread of the new technologies and said, "These and other developments in the field of agriculture contain the makings of a new revolution. It is not a violent Red Revolution like that of the Soviets, nor is it a White Revolution like that of the Shah of Iran. I call it the Green Revolution. "
Mexican roots
The Green Revolution began in 1943 with the establishment of the Office of Special Studies, which was a venture that was a collaboration between the Rockefeller Foundation and the presidential administration of Manuel Avila Camacho in Mexico. While Camacho's predecessor Cardenas promoted peasant subsistence agriculture through policies of land reform, Avila Camacho's primary goal for Mexican agriculture was to aid in the nation's industrial development and economic growth. U. S. Vice President Henry Wallace, who was instrumental in convincing the Rockefeller Foundation to work with the Mexican government in agricultural development, saw averting famine in Mexico as beneficial to U. S. economic interests.
J. George Harrar, who later became president of the Rockefeller Foundation, headed the Office of Special Studies. Its lead scientists included Norman Borlaug, Edwin Wellhausen, and William Colwell. Researchers from both the U. S. and Mexico were involved in this program. After the program was closed in 1962, the Mexican government requested a small group of scientists to remain for experimentation purposes. Borlaug, Dr. Delbert T. Myren (communication specialist), John S. Neiderhauser (potato specialist), Edwin J. Wellhausen (maize breeder), Elmer Johnson (maize breeder) and Reggie Laird (agronomist) remained behind to become the nucleus to the CIMMYT staff. CIMMYT was credited with creating short, stiffstrawed, fertilizer-responsive, and disease-resistant varieties of wheat that significantly increased production in Mexico, India, "Pakistan, Turkey and in other parts of the globe. These successes won Borlaug the Nobel Peace Prize in 1970. Later in 1970, CIMMYT and IRRI shared the UNESCO Science Prize. Norman Borlaug is often credited with saving over a billion people from starvation.
The Mexican national government invested heavily in rural infrastructure development, and the adoption of new seed varieties became widespread. Mexico became self-sufficient in wheat production by 1951 and began to export wheat thereafter. In 1901, the Mexican population was 13.6 million; by2005, it had increased to 103.3 million.
Indian success
With the experience of agricultural development judged as a success, the Rockefeller Foundation sought to spread the Green Revolution to other nations. The Office of Special Studies in Mexico became an informal international research institution in 1959, and in 1963 it formally became CIMMYT, The International Maize and Wheat Improvement Center.
In 1961 India was on the brink of mass famine. Norman Borlaug was invited to India by the adviser to the Indian minister of agriculture M. S. Swaminathan. Despite bureaucratic hurdles imposed by India's gain monopolies, the Ford Foundation and Indian government collaborated to import wheat seed from CIMMYT. Punjab was selected by the Indian government to be the first site to try the new crops because of its reliable water supply and a history of agricultural success. India began its own Green Revolution program of plant breeding, irrigation development, and financing of agrochemicals.
India soon adopted IR8-a rice variety developed by the Interactional Rice Research Institute that could produce more grains of rice per plant when grown properly with fertilizer and irrigation. In 1968, Indian agronomist S.K De Datta published his findings that IR8 rice yielded about 5 tons per hectare with no fertilizer, and almost 10 tons per hectare under optimal conditions. This was 10 times the yield of traditional rice. IR8 was a success throughout Asia, and dubbed the “Miracle Rice."
In the 1960s, rice yields in India were about two tons per hectare; by the mid-1990s, they had risen to six tons per hectare. In the 1970s, rice cost about $550 a ton; in 2001, it cost less than $200 a ton. India became one of the 'world's most successful rice producers, and is now a major rice exporter, shipping nearly 4.5 million tons in 2006.
Famine in India, once accepted as inevitable, has not returned since the introduction of Green Revolution.
CGIAR
An international group coordinating the efforts of the local formed was formed in 1971 under the urging of the Rockefeller Foundation. The Consultative Group on International Agricultural Research, CGIAR, has added many research centers throughout the world.
CGIAR has responded, at least in part, to criticisms of Green Revolution methodologies. This began in the 1980s, and mainly was a result of pressure from donor organizations. Methods like Agroecosystem Analysis and Farming System Research have been adopted to gain a more holistic (整体的) view of agriculture. Methods like Rapid Rural Appraisal and Participatory Rural Appraisal have been adopted to help scientists understand the problems faced by farmers and even give farmers a role in the development process.
Problems in Africa
There have been numerous attempts to introduce the successful concepts from the Mexican and south Asian projects into Africa. These programs have generally been less successful, for a number of reasons. Among these is widespread corruption, insecurity, a lack of infrastructure, and a general lack of will on the part of the governments.
A recent program in western Africa is attempting to introduce a new high-yield variety of rice known as "Nericas". Nericas yields about 30% more rice under normal conditions, and can double yields with small amounts of fertilizer and very basic irrigation. However the program has been beset (困扰) by problems getting the rice into the hands of farmers, and to date the only success has been in Guinea where it currently accounts for 16% of rice cultivation.
注意:此部分试在答题卡1上作答。
1. Some agronomists generally agree that thanks to the Green Revolution _____________.
A) agricultural programs have been gaining more support from big agencies
B) social stability and environmental protection are enhanced globally
C) increased food production can meet the demands of the growing population worldwide
D) policies concerning agricultural transformation will be easily enforced
2. The Green Revolution was initiated collaboratively by ______________.
A) former USAID director William Gaud and Mexican former President Cardenas
B) Mexican President Manuel Avila Camacho and U. S. Vice President Henry Wallace
C) researchers from both the U. S. and Mexico
D) the Rockefeller Foundation and the Mexican government
3. What prize did scientist Norman Borlaug win in 1970?
A) the UNESCO Science Prize C) the Nobel Science Prize
B) the Nobel Peace Prize D) the UNESCO Culture Prize
4. What endangered India in early 1960's?
A) Famine. B) Inflation. C) Overpopulation. D) Civil war
5. Because of the introduction of Green Revolution, India___________.
A) successfully controlled its population growth
B) became one of the world's major rice exporters
C) peacefully established a centralized government
D) tripled its commercial yield in three decades
6. Which of the following is one of CGIAR's functions?
A) Providing farmers with the most advanced agricultural knowledge.
B) Giving pressure to major international organizations.
C) Coordinating the work of local groups on agricultural research.
D) Criticizing various Green Revolution methodologies.
7. In Guinea, of its rice cultivation now is the high-yield rice Nericas.
A) 16% B) 30% C) 45% D) 60%
8. The Office of Special Studies existed for about _____________ before it became a formal
international research institution.
9. The "Miracle Rice" in India can yield ________ as much as traditional rice.
10. One obstacle to the Green Revolution in Africa is that many governments are _____________.

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。
11. A) All students found the demonstration too complex.
B) Too many students gave up their presentation.
C) The professor didn’t show up as planned.
D) It was called off for most students’ absence.
12. A) Pop music. B) Folk music. C) Classical music. D) All kinds of music 13. A) Give his presentation without preparation.
B) Become a musician instead of a biologist.
C) Wait and take the class next year.
D) Discuss his presentation with the professor.
14. A) At the airport. B) In a travel agency.
C) In a hotel. D) At the reception desk.
15. A) He will make a trip, too.
B) They shouldn't delay the painting any more.
C) He will do the painting himself.
D) They should give up painting the room.
16. A) The talks haven't started yet.
B) The talks haven't achieved much.
C) The talks have produced a general agreement.
D) The talks broke down and couldn't go further.
17. A) Relax by watching television. B) Go for a swim in the river.
C) Make better use of his time D) Follow the official procedure
18. A) He probably has to change the time for his trip.
B) He hasn't decided where to go next month.
C) He is too busy to spare any time for the trip.
D) He doesn't like to make the trip this month.
Questions 19 to 22 are based on the conversation you have just heard.
19. A) It's the place where he was born and educated.
B) It's the biggest city in Africa.
C) It's a business center with a large population.
D) It's almost as developed as New York.
20. A) Racial classification. B) Mixed cultures.
C) Overpopulation. D) Poor education.
21. A) They refer to people immigrating from different countries.
B) They are mainly a mixture between black and white.
C) They have the biggest population in Johannesburg.
D) They are of the lowest social status in South Africa.
22. A) Johannesburg as well as the people of the city.
B) The fight between white people and black people.
C) Lerato's childhood and his life and work in Johannesburg.
D) The development of people's living standard in Africa.
Questions 23 to 25 are based on the conversation you have just heard.
23. A) Racing. B) Touring. C) Mountain. D) Off-road.
24. A) Because it can carry lots of weight. B) Because it's suitable for camping.
C) Because it's wind-tunnel tested. D) Because it's good for commuting.
25. A) From Tokyo down to Hiroshima. B) Built-up urban Coastal areas.
C) Windy twisty mountain roads. D) Deserted villages and valleys.
Section B
Directions：In this section，you will hear 3 short passages. At the end of each passage，you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer form 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
Question 26 to 28 are based on the passage you have just heard.
26. A) It is caused by viruses passing among people.
B) It is caused by the crowded living condition.
C) It is caused by terribly cold weather.
D) It is caused by poor ventilation in isolated regions.
27. A) Volunteers taking part in experiments at the Common Cold research Unit.
B) Soldiers staying in the cold and wet war field for a long time.
C) Prisoners in the notorious concentration camp, naked and starving.
D) Arctic regions explorers coming into touch with infected people.
28. A) The temperature is rather low in winter.
B) People lack enough exercise outdoors in winter.
C) The reason is still not clear so far.
D) There are more viruses in winter.

Passage Two
Questions 29 to 31 are based on the passage you have just heard.
29. A) To find out whether they take music lessons in their spare time.
B) To find out whether they can name four different musical instruments.
C) To find out whether they enjoy playing musical instruments in school.
D) To find out whether they differ in their preference for musical instruments
30. A) They find them too hard to play.
B) They think it silly to play them.
C) They find it not challenging enough to play them.
D) They consider it important to be different from girls.
31. A) Children who have private music tutors.
B) Children who are 8 or older.