| 英语六级模拟试卷(41) -- 听力 |
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Section A 1. A. They should put the meeting to an end. B. They should hold another meeting to discuss the matter. C. She would like to discuss another item. D. She wants to discuss the issue again later. 2. A. He believes the Browns have done a sensible thing. B. He doesn't think the Browns should move to another place. C. He doesn't think the Browns' investment is a wise move. D. He believes it is better for the Browns to invest later. 3. A. He may convert it and use it as a restaurant. B. he may pull it down and build a new restaurant. C. He may rent it out for use as a restaurant. D. He may sell it to the owner of a restaurant. 4. A. She doesn't like the way the professor lectures. B. She's having a hard  professor's lectures.C. She is not interested in course. D. She's having difficulty with the heavy reading assignments. 5. A. He never keeps his promises. B. He is crazy about parties. C. He has changed his mind. D. He is not sociable. 6. A. In the side street B. At the crossroads C. on the main road D. On the motorway 7. A. Windy B. Fine C. Rainy D. Overcast 8. A. Tom will surely come to repair the video recorder. B. Tom is very trust worthy. C. Tom cannot repair the video recorder. D. Tom doesn't keep his word. 9. A. By car B. By bus C. By bike D. On foot 10. A. 2.30 pounds. B. 2.2 pounds. C. 5 pounds. D. 5 pence. Section B Passage One Questions 11 to 13 are based on the passage you have just heard. 11. A. He was short of money and wanted to do something useful. B. He had taught in a school before. C. He had received the degree of M.A. D. HE like schools. 12. A. He was nervous. B. It was too hot to ravel comfortably. C. It was rather complicated. D. He hated interviews. 13. A. Only art was important. B. Games were unimportant. C. It was vital for the headmaster and the writer to play the same game. D. Games were a vital part of a boy's education. Passage Two Questions 14 to 17 are based on the passage you have just heard. 14. A. He didn't like physics any more. B. His eyesight was too poor. C. Physics was too hard for him. D. He had to work to support himself. 15. A. He was not happy with the new director. B. He was not qualified to be an engineer. C. He wanted to travel. D. He found his job boring. 16. A. He wanted to work with his friend. B. He enjoyed traveling around the world. C. He wanted to go to Spain. D. He was rejected by the engineering firm. 17. A. He enjoyed teaching English. B. He wanted to earn more to support his family. C. The owner of the school promised his a good position. D. He could earn more as a teacher than as a travel agent. Passage Three Questions 18 to 20 are based on the passage you have just heard. 18. A. They are a small minority. B. They are unpleasant. C. They are clumsy. D. They are good at sports. 19. A. The majority of people, about nine out of ten, are right-handed . B. Many tools and devices are still designed mainly for right-handed people. C. No one is totally right-sided or left-sided. D. Shaking hands can also be done with the left-hand. 20. A. Putting the head on one side. B. Scratching the back. C. Threading the needle. D. Interlocking the fingers. 听力原文： Part I Listening Comprehension Section A 1. M: I think we should move on to the next item. W: Ok. But I'd like to take this matter up again at the end of the meeting. Q: What does the woman imply? 2. W: You know, the Browns have invested all their money in stocks. M: They may think that's a wise move, but that's the last thing I'd do. Q: What's the man's opinion about the Browns' investment? 3. M: What is Mr. Peterson going to do with his old house on London Road? Rent it or sell it? W: I heard he is thinking of turning it into a restaurant, which isn't a bad idea, because it's still a solid building. Q: What will Mr. Peterson do with his old house? 4. M: How do you like Professor Bachman's course on the History of Philosophy? He is a distinguished scholar on that subject. W: He is a great teacher. But I'm having a hard time with the reading list. I feel I can't ever finish it. Q: What problem does the woman have with the course? 5. W: Robert wants to know if he can go with us to the party. M: That's odd. This morning he said he wanted to go by himself. Q: What do we learn about Robert? 6. M: Now, Miss, do you feel all right now? What happened? W: Yes, I'm fine now. I was just at the motorway. I was driving along the main road and when suddenly right before the crossroads I met the car came out at the side street. I didn't see him until he hit me. Q: Where did the accident probably happen? 7. W: It's good to see the sun out again. M: A big improvement on what we have recently. W: It's supposed to be cloudy over this evening. Q: What would the weather like in the evening? 8. W: Tom said he would come to repair our radio recorder if he has time. M: He often offers his help, but he never seems to have time. Q: What does the man imply? 9. W: If I were you, I'd take the bus to work. Riding a bicycle in this weather is terrible. M: But by the time the next bus gets to my stop, I would already have started working in my office. Q: How does the man prefer to go to work? 10. W: That is two ponds thirty for the parcel, and fifty pence for the letter. M: Fine. Here is five pounds. I'd like to have the change for the stamps. Q: How much are the stamps? Section B Passage One While I was waiting to enter university, I saw in a local newspaper a teaching post advertised at a school in a suburb of London about ten miles from where I lived. Being very short of money and wanting to do something useful, I applied my chances of landing the job were slim. However, three days later a letter arrived, summoning me to Croydon for an interview. It proved an awkward journey: a train to Croydon station, a ten-minute bus ride and then a walk of at least a quarter of a mile. As a result, I arrived on a hot June Morning too depressed to feel nervous. It was clearly the headmaster himself that opened the door. He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone. "Ah yes," he grunted. "You'd better come inside." The narrow, sunless hall smelled unpleasantly of tale cabbage. "You'd better sit down," he said, and proceeded to ask me a number of questions; what subjects had I taken in my General School; how old was I; what games did I play; then fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy's education. I mumbled something about not attaching too much importance to them. He grunted. I had said the wrong thing. The headmaster and I obviously and singularly little in common. Questions 11-13 are based on the passage you have just heard: 11. When the speaker saw a teaching post advertised in the local newspaper, why did he apply for it? 12. Why didn't the speaker enjoy the journey? 13. What did the headmaster believe according to the passage? Passage Two When I was at school, my ambition was to be a pilot in the Air Force. But my eyesight wasn't good enough. So I had to give up the idea. I went to university and studies physics. I wanted to stay on there and do research, but my father died at about that time. So I thought I'd better get a job and earn my living. I started working in an engineering firm. I expected to stay in that job for a long time. But then, they appointed a new managing director. I didn't get on with him, so I resigned and applied for a job with another engineering company. I would certainly have accepted the job if they had offered it to me, but on my way to the interview I met a friend certainly have accepted the job if they had offered it to me, but on my way to the interview I met a friend who was working for a travel agency. He offered me a job in Spain. And I've always liked Spain, so I took it. I worked in the travel agency for two years and then they wanted to send me to South America. But I had just got married. So I decided to stay here. Then we had a baby and I wasn't earning enough to support the family. So I started giving English lessons at a school in the evening. I liked the English teaching more than working for the travel agency, and then the owner of the school offered me a full-time job as a teacher. So I resigned from the agency. Two years later, the owner of the school wanted to retire, so he asked me to take over as the director. And here I am. Questions 14-17 are based on the passage you have just heard: 14. Why did the man give up studying physics? 15. Why did the man resign from the engineering firm? 16. Why did the man take the job at the travel agency? 17. Why did the man start to teach English part time? Passage Three The majority of people about nine out of ten are right-handed. Up to recently people who were left-handed were considered abnormal, and once children showed this attendancy , they were forced to use their right hands. Today left-handedness is generally expected. But it is still a disadvantage in a world where most people are right-handed. For example, most tools and devices are designed for right-handed people. In sports, by contrast, doing things with a left hand or foot is often an advantage. Throwing, kicking, punching or batting from the wrong side may throw opponents of who are more accustomed to dealing with the majority players who are right-handed. This is why in many games at professional level, a higher proportion of players are left-handed than in the population as whole. Children use both hands for quite a long time. First one is dominant, then the other. And most children do not become permanently right or left handed until they are five or six years old. Even then, no one is totally right-sided or left-sided. Right-handed people do many things with their left hands and vice versa. But few people are really able to use both hands with equal ease. Of course, some activities such as shaking hands are only done with the right hand. There are three types of action which can be studied to see if a person is right-sided or left-sided. The first are actions which involve one hand. The most important is writing, but we also gesture for someone to come over, and we scratch with one hand. The second type covers activities involving both hands, clapping or threading a needle for example. Although we use both hands, one is more important or dominant. Finally there are movements which do not involve the hands. When we stand, for instance, we jut out one hip, in the same way when we put our head on one side, it is always the same side. Questions 18-20 are based on the passage you have just heard: 18. What is the reason that left-handed people are probably regarded as abnormal? 19. Which of the following statements is not true? 20. What is the movement that does not involve the hands? 
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