College English Model Test Two
¡ªBand Six¡ª
2

-College English Model Test Two

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Part I Listening Comprehension(20 minutes)
Section A
Directions: In this section, you8 will hear 10 short conversations. At the end of each conversation, a question 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 the Answer Sheet with a single line through the center.
Example: You will hear:
 You will read:
A) 2 hours.B) 3 hours.
C) 4 hours. D) 5 hours.
From the conversation we know that the two are talking about some work they will start at 9 o¬ðclock in the morning and have to finish at 2 in the afternoon. Therefore, D) ¡°5 hours¡± is the correct answer. You should choose £ÛD£Ý on the Answer Sheet and mark it with a single line through the center.

1. A) It¡¯s interesting.     B) It turned out to be easy.
   C) It¡¯s hard to judge.   D) It¡¯s quite difficult.
2. A) She went to the party without knowing it.
   B) She was invited to the party.
   C) She was present for the party.
   D) She was absent from the party.
3. A) Joan will give out the assignments.    B) Joan will speak in the seminar.
   C) Joan won¡¯t be present at the seminar. D) Joan won¡¯t sign the petitions.
4. A) Present a new theory to the class.     B) Read more than one article.
   C) Read the book more thoroughly.         D) Write a better article for the class.
5. A) Her back hurt during the meeting.
   B) His support does not mean anything now.
   C) She agreed that it was a very good meeting.
   D) The proposal should be sent back to the meeting.
6. A) The library is within walking distance.
   B) The streets are not in good condition.
   C) The man should get a car instead.
   D) The man should exercise more.
7. A) Yes, she can study there if she is writing a research paper.
   B) Yes, but she needs to have the approval of her professor.
   C) Yes, because she is a senior student.
   D) No, it¡¯s open only to teachers and postgraduates.
8. A) A seafood dinner is too expensive.     B) He doesn¡¯t like seafood any more.
   C) He doesn¡¯t have enough money.         D) He likes seafood very much.
9. A) He decided not to cancel her appointment.
   B) His new glasses aren¡¯t comfortable.
   C) He¡¯s too busy to get a checkup.
   D) He has to check when the appointment is.
10.A) His errors were mainly in the reading part.
   B) It wasn¡¯t very challenging to him.
   C) It was more difficult than he had expected.
   D) He made very few grammatical mistakes in his test.

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 from the four choices marked A), B), C) and D). Then mark the corresponding litter on the Answer Sheet with a single line through the center.
 
Passage One
Questions 11 to 13 are based on the passage you have just heard.
11.A) British.         B) Americans.         C) Germans.         D) Japanese.
12.A) Entirely effective.                    B) Totally incorrect.
   C) A complete failure.                    D) Quite difficult.
13.A) Have a greater sense of duty.          B) Can get higher pay.
   C) Can avoid working hard.                D) Can avoid busy traffic.

Passage Two
Questions 14 to 16 are based on the passage you have just heard.
14.A) It¡¯s because there are many developing nations.
   B) It¡¯s because people use too many man-made materials.
   C) It¡¯s because we have more and more industry.
   D) It¡¯s because we are building more vehicles.
15.A) Industry.                              B) Health.
   C) The Future of our children.            D) Clean air.
16.A) Man knows where the society is going.
   B) People don¡¯t welcome the rapid development of modern society.
   C) The speaker is worried about the future of our modern society.
   D) Man can do nothing about the problem of pollution.

Passage Three
Questions 17 to 20 are based on the passage you have just heard.
17.A) To interest students in a career in counseling.
   B) To recruit counselors to work in the placement office.
   C) To inform students of a university program.
   D) To convince local merchants to hire college students.
18.A) A job listing.                         B) A resume.
   C) A permission slip.                     D) Their salary requirements.
19.A) Refine their interviewing techniques.  B) Arrange their work schedules.
   C) Select appropriate courses.            D) Write cover letters.
20.A) They pay the same wage.
   B) They involve working outdoors.
   C) They can be substituted for college students.
   D) They¡¯re part-time.

Part II Reading Comprehension (35 minutes)
Directions:  There are 4 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.

Passage One
Questions 21 to 25 are based on the following passage.
    We sometimes think humans are uniquely vulnerable to anxiety, but stress seems to affect the immune defenses of lower animals too. In one experiment, for example, behavioral immunologist (ÃâÒßѧ¼Ò)Mark Laudenslager, at the university of Denver, gave mild electric shocks to 24 rats. Half the animals could switch off the current by turning a wheel in their enclosure, while the other half could not. The rats in the two groups were paired so that each time one rat turned the wheel it protected both itself and its helpless partner from the shock. Laudenslager found that the immune response was depressed below normal in the helpless rats but not in those that could turn off the electricity. What he has demonstrated, he believes, is that lack of control over an event, not the experience itself, is what weakens the immune system.
    Other researchers agree. Jay Weiss, a psychologist at Duke University School of Medicine, has shown that animals who are allowed to control unpleasant stimuli don¡¯t develop sleep disturbances or change in brain chemistry typical of stressed rats. But if the animals are confronted with situations they have no control over, they later behave passively when faced with experiences they can control. Such findings reinforce psychologists¡¯ suspicions that the experience or perception of helplessness is one of the most harmful factors in depression.
    One of the most startling examples of how the mind can alter the immune response was discovered by chance. In 1975 psychologist Robert Ader at the University of Rochester School of Medicine conditioned (ʹÐγÉÌõ¼þ·´Éä) mice to avoid saccharin (ÌǾ«) by simultaneously feeding them the sweetener and infecting them with a drug that while suppressing their immune system caused stomach upsets. Associating the saccharin with the stomach pains, the mice quickly learned to avoid the sweetener. In order to extinguish this dislike for the sweetener, Ader reexposed the animals to saccharin, this time without the drug, and was astonished to found that those mice that had received the highest amounts of sweetener during their earlier conditioning died. He could only speculate that he had so successfully conditioned the rats that saccharin alone now served to weaken their immune systems enough to kill them.
21. Laudenslager¡¯s experiment showed that the immune system of those who could turn off the electricity         .
  A) was strengthened    B) was altered     C) was not affected    D) was weaken
22. According to the passage, the experience of helplessness causes rats to           .
  A) try to control unpleasant stimuli
  B) turn off the electricity
  C) behave passively in controllable situations
  D) become abnormally suspicious
23. The reason why the mice in Ader¡¯s experiment avoided saccharin was that             .
  A) they disliked its taste                B) it affected their immune systems
  C) it led to stomach pains                D) they associated it with stomachaches
24. The passage tells us that the most probable reason for the death of the mice in Ader¡¯s experiment was that            .
  A) they had been weakened psychologically by the saccharin
  B) the sweetener was poisonous to them
  C) their immune systems had been alter by the mind
  D) they had taken too much sweetener during earlier conditioning
25. It can be concluded from the passage that the immune systems of animals          .
  A) can be weakened by conditioning
  B) can be suppressed by drug injections
  C) can be affected by frequent does of saccharin
  D) can be altered by electric shocks

Passage Two
Questions 26 to 30 are based on the following passage.
   The principal difference between urban growth in Europe and in North American colonies was the slow evolution of cities in the former and their rapid growth in the latter. In Europe, they grew over a period of centuries from town economies to their present structure. In North America, they started as wilderness communities and developed to mature urbanisms in little more than a century.
    In the early colonial days in North America, small cities sprang up along the Atlantic coastline, mostly in what are now New England and the Middle Atlantic states in the United States and in the lower Saint Lawrence Valley in Canada. This was natural because these areas were nearest England and France, particularly England, from which most capital goods (assets such as equipment) and many consumer goods were imported. Merchandising establishments were, accordingly, advantageously located in port cities from which goods could be readily distributed to interior settlements. Here, too, were the favored locations for processing raw materials prior to export. Boston, Philadelphia, New York, Montreal, and other cities flourished, and, as the colonies grew, these cities increase in importance.
    This was less true in the colonial South, where life centered around large farms, known as plantations, rather than around towns, as was the case in the areas further north along the Atlantic coastline. The local insulation and economic self-sufficiency of the plantations were antagonistic to the development of the towns. The plantations maintained their independence because they were located on navigable streams and each had a wharf accessible to the small shipping of that day. In fact, one of the strongest factors in the selection of plantation land was the desire to have it front on a water highway.
    When the United States became an independent nation in 1776, it did not have a single city as large as 50,000 inhabitants, but by 1820 it had a city of more than 100,000 people, and by 1880 it had recorded a city of over one million. It was not until after 1823, after the mechanization of the spinning and weaving industries, that cities started drawing young people away from farms. Such migration was particularly rapid following the Civil War (1861£­1865).
26. What does the passage mainly discuss?
  A) Factors that slowed the growth of cities in Europe.
  B) The evolution of cities in North America.
  C) Trade between North American and European cities.
  D) The effects of the United States¡¯ independence on the urban growth in New England.
27. The passage compares early European and North American cities on the basis of which of the following?
  A) Their economic success.
  B) The type of merchandise they exported.
  C) Their ability to distribute goods to interior settlements.
  D) The pace of their development.
28. According to the passage, early colonial cities were established along the Atlantic coastline of North America due to         .
  A) an abundance of natural resources
  B) financial support from colonial governments
  C) proximity to parts of Europe
  D) a favorable climate
29. According to the passage, all of the following aspects of the plantation system influenced the growth of southern cities EXCEPT the              .
  A) location of the plantation
  B) access of plantation owners to shipping
  C) relationships between plantation residents and city residents
  D) economic self-sufficiency of the plantations
30. The passage indicates that during colonial times, the Atlantic coastline cities prepared which of the following for shipment to Europe?
  A) Manufacturing equipment.       B) Capital goods.
  C) Consumer goods.                D) Raw materials.

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