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1990年6月英语六级真题试卷
Part I Listening Comprehension (20 minutes)
Section A
1. A) A new house cost thirty thousand dollars.
B) Bob’s house cost him sixty thousand dollars.
C) Bob didn’t want to buy an old house.
D) Bob decided to buy an old house.
2. A) Yes, but he needs to have the approval of his professor.
B) Yes, he can study there if he is writing a research paper.
C) Yes, because he is a senior student.
D) No, it’s open only to teachers and postgraduates.
3. A) He doesn’t like seafood any more.
B) A seafood dinner is too expensive.
C) He doesn’t have enough money.
D) He likes seafood very much.
4. A) He went to the hospital to take his wife home.
B) He stayed in the hospital until very late.
He tried to call the woman several times.
He went to the hospital at midnight yesterday.
5. Her errors were mainly in the reading part.
B) It wasn’t very challenging to her.
C) It was more difficult than she had expected.
D) She made very few grammatical mistakes in her test.
6. A) 6 hours.
B) 4 hours.
C) 12 hours.
D) 18 hours.
7. A) It’s dirty.
B) It’s faded.
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C) It’s dyed.
D) It’s torn.
8. A) Sixteen dollars.
B) Eight dollars.
C) Ten dollars.
D) Twelve dollars.
9. A) His watch will be fixed no later than next Monday.
B) His watch needs to be repaired.
C) He may come again for his watch at the weekend.
D) The woman won’t repair his watch until next Monday.
10. A) The things to do on Monday morning.
B) The weather on Monday morning.
C) The time to see John.
D) The place John should go to.
Section B
Passage One
Questions 11 to 14 are based on the passage you have just heard.
11. A) The number of its readers.
B) Its unusual location.
C) Its comfortable chairs.
D) Its spacious rooms.
12. A) The latest version of the Bible.
B) A book written by Columbus.
C) A map of the New World.
D) One of the earliest copies of Shakespeare’s work.
13. A) It has too few employees.
B) It lacks money to cover its expenses.
C) It is over crowded.
D) It is growing too rapidly.
14. A) From Monday to Friday.
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B) From Monday to Saturday.
C) Every day.
D) On Saturdays and Sundays.
Passage Two
Questions 15 to 17 are based on the passage you have just heard.
15. A) They would train the children to be happy street cleaners.
B) They would make the children great scholars.
C) They intended to train the children as adults were trained.
D) They would give the children freedom to fully develop themselves.
16. A) Some children are good, some are not.
B) Children are good by nature.
C) Most children are nervous.
D) Children are not as brave as adults.
17. A) He thinks a scholar is more respectable than a street cleaner.
B) He thinks highly of teaching as a profession.
C) He thinks all jobs are equally good so long as people like them.
D) He thinks a street cleaner is happier than a scholar.
Passage Three
Questions 18 to 20 are based on the passage you have just heard.
18. A) The daughter of a prison guard.
B) The Emperor of Rome.
C) A Christian couple.
D) A Christian named Valentine.
19. A) To propose marriage.
B) To celebrate Valentine’s birthday.
C) To express their respect for each other.
D) To show their love.
20. A) It is an American folktale.
B) It is something recorded in Roman history.
C) It is one of the possible origins of this holiday.
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D) It is a story from the Bible.
Part II Reading Comprehension (35 minutes)
Passage One
Questions 21 to 25 are based on the following passage.
One day in January 1913. G. H. Hardy, a famous Cambridge University mathematician received a letter from an Indian named Srinivasa Ramanujan asking him for his opinion of 120 mathematical theorems (定理) that Ramanujan said he had discovered. To Hardy, many of the theorems made no sense. Of the others, one or two were already well-known. Ramanujan must be some kind of trickplayer, Hardy decided, and put the letter aside. But all that day the letter kept hanging round Hardy. Might there be something in those wild-looking theorems?
That evening Hardy invited another brilliant Cambridge mathematician, J. E. Littlewood, and the two men set out to assess the Indian’s worth. That incident was a turning point in the history of mathematics.
At the time, Ramanujan was an obscure Madras Port Trust clerk. A little more than a year later, he was at Cambridge University, and beginning to be recognized as one of the most amazing mathematicians the world has ever known. Though he died in 1920, much of his work was so far in advance of his time that only in recent years is it beginning to be properly understood.
Indeed, his results are helping solve today’s problems in computer science and physics, problems that he could have had no notion of.
For Indians, moreover, Ramanujan has a special significance. Ramanujan, though born in poor and ill-paid accountant’s family 100 years ago, has inspired many Indians to adopt mathematics as career.
Much of Ramanujan’s work is in number theory, a branch of mathematics that deals with the subtle (难以捉摸的) laws and relationships that govern numbers. Mathematicians describe his results as elegant and beautiful but they are much too complex to be appreciated by laymen.
His life, though, is full of drama and sorrow. It is one of the great romantic stories of mathematics, a distressing reminder that genius can surface and rise in the most unpromising circumstances.
21. When Hardy received the 120 theorems from Ramanujan, his attitude at first might be best described as ________.
A) uninterested
B) unsympathetic
C) suspicious
D) curious
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22. Ramanujan’s position in Cambridge University owed much to ________.
A) the judgement of his work by Hardy and Littlewood
B) his letter of application accepted by Hardy
C) his work as a clerk at Madras Port Trust
D) his being recognized by the world as a famous mathematician
23. It may be inferred from the passage that the author ________.
A) feels sorry for Ramanujan’s early death
B) is dissatisfied with the slow development of computer science
C) is puzzled about the complexity of Ramanujan’s theorems
D) greatly appreciates Ramanujan’s mathematical genius
24. In the last paragraph, the author points out that ________.
A) Ramanujan’s mathematical theorems were not appreciated by other mathematicians
B) extremely talented people can prove their worth despite difficult circumstances
C) Ramanujan also wrote a number of stories about mathematics
D) Ramanujan had worked out an elegant but complicated method of solving problems
25. The word “laymen” (Last Para, Lind 6) most probably means ________.
A) people who do not specialize in mathematical science
B) people who are careless
C) people who are not interested in mathematics
D) people who don’t like to solve complicated problems
Passage Two
Questions 26 to 30 are based on the following passage.
Even if all the technical and intellectual problems can be solved, there are major social problems inherent in the computer revolution. The most obvious is unemployment, since the basic purpose of commercial computerization is to get more work done by fewer people. One
British study predicts that “automation induced unemployment” in Western Europe could reach
16~, 6 in the next decade, but most analyses are more optimistic. The general rule seems to be that new technology eventually creates as many jobs as it destroys, and often more. “People who put in computers usually increase their staffs as well” says CPT’s Scheff. “Of course,” he adds, “one industry may kill another industry. That’s tough on some people.”
Theoretically, all unemployed workers can be retrained, but retraining programs are not high on the nation’s agenda (议事日程). Many new jobs, moreover, will require an ability in using computers, and the retraining needed to use them will have to be repeated as the technology keeps improving. Says a chilling report by the Congressional Office of Technology Assessment:
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“Lifelong retraining is expected to become the standard for many people. “There is a already considerable evidence that the school children now being educated in the use of computers are generally the children of the white middle class. Young blacks, whose unemployment rate stands today at 50 96, will find another barrier in front of them.
Such social problems are not the fault of the computer, of course, but a consequence of the way the American society might use the computer. “Even in the days of the Big, main-frame computers, when they were a machine for the few.” says Katherine Davis Fishman, author of
The Computer Establishment, “it was a tool to help the rich get richer. It still is to a large extent. One of the great values of the personal computer is that smaller firms, smaller organizations can now have some of the advantages of the bigger organizations.”
26. The closest restatement of “one industry may kill another industry” (Para. 1 Line 11) is that ________.
A) industries tend to compete with one another
B) one industry might be driven out of business by another industry
C) one industry may increase its staff at the expense of another
D) industries tend to combine into bigger ones
27. The word “chilling” (Para. 2, Line 5) most probably means ________.
A) misleading
B) convincing
C) discouraging
D) interesting
28. Which of the following is NOT mentioned in the passage?
A) Computers are efficient in retraining unemployed workers.
B) Computers may offer more working opportunities than they destroy.
C) Computers will increase the unemployment rate of young blacks.
D) Computers can help smaller organizations to function more effectively.
29. From the passage it can be inferred that ________.
A) all school children are offered a course in the use of computers
B) all unemployed workers are being retrained
C) retraining programmes are considered very important by the government
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D) in reality only a certain portion of unemployed workers will be retrained
30. The major problem discussed in the passage is ________.
A) the importance of lifelong retraining of the unemployed workers
B) the social consequences of the widespread use of computers in the United States
C) the barrier to the employment of young people
D) the general rule of the advancement of technology
Passage Three
Questions 31 to 35 are based on the following passage.
Mobility of individual members and family groups tends to split up family relationships.
Occasionally the movement of a family away from a situation which has been the source of friction results in greater family organization, but on the whole mobility is disorganizing.
Individuals and families are involved in three types of mobility: movement in space, movement up or down in social status, and the movement of ideas. These are termed respectively spatial, vertical, and ideational mobility.
A great increase in spatial mobility has gone along with improvements in rail and water transportation, the invention and use of the automobile, and the availability of airplane passenger service. Spatial mobility results in a decline in the importance of the traditional home with its emphasis on family continuity and stability. It also means that when individual family members or the family as a whole move away from a community, the person or the family is removed from the pressures of relatives, friends, and community institutions for conventionality and stability. Even more important i