2010年6月大學英語六級考試全真預測試卷四Model Test Five

　　Part I Writing (30 minutes)

　　Directions: For this part, you are allowed 30 minutes to write a rsum. You should write at least 150 words following the outline given below:

　　假設你是李明¬¬——一名應屆畢業(yè)生，在報紙上看到一則招聘廣告，你想要到登廣告的公司供職，請給該公司寫一封求職信，內(nèi)容應簡要介紹自己的情況以及自己的經(jīng)歷等。

　　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 questions on Answer Sheet 1. For questions 1-4, mark

　　Y (for YES ) if the statement agrees with the information given in the passage;

　　N (for NO) if the statement contradicts the information given in the passage;

　　NG (for NOT GIVEN) if the information is not given in the passage.

　　For questions 5-10, complete the sentences with the information given in the passage.

　　America's Brain Drain Crisis

　　Losing the Global Edge

　　William Kunz is a self-described computer geek. A more apt description might be computer genius. When he was just 11, Kunz started writing software programs, and by 14 he had created his own video game. As a high school sophomore in Houston, Texas, he won first prize in a local science fair for a data encryption(編密碼)program he wrote. In his senior year, he took up prize in an international science and engineering fair for designing a program to analyze and sort DNA patterns.

　　Kunz went on to attend Carnegie Mellon, among the nation's highest-ranked universities in computer science. After college he landed a job with Oracle in Silicon Valley, writing software used by companies around the world.

　　Kunz looked set to become a star in his field. Then he gave it all up.

　　Today, three years later, Kunz is in his first year at Harvard Business School. He left software engineering partly because his earning potential paled next to friends who were going into law or business. He also worried about job security, especially as more companies move their programming overseas to lower costs. "Every time you're asked to train someone in India, you think, 'Am I training my replacement?'" Kunz says.

　　Things are turning out very differently for another standout in engineering, Qing-Shan Jia. A student at Tsinghua University in Beijing, Jia shines even among his gifted cohorts(一群人)at a school sometimes called "the MIT of China". He considered applying to Harvard for his PhD, but decided it wasn't worth it.

　　His university is investing heavily in cutting-edge research facilities, and attracts an impressive roster of international professors. "I can get a world-class education here and study with world-class scholars," Jia says.

　　These two snapshots(快照)illustrate part of a deeply disturbing picture. In the disciplines underpinning the high-tech economy—math, science and engineering—America is steadily losing its global edge. The depth and breadth of the problem is clear:

　　•Several of America's key agencies for scientific research and development will face a retirement crisis within the next ten years.

　　•Less than 6% of America's high school seniors plan to pursue engineering degrees, down 36% from a decade ago.

　　•In 2000, 56% of China's undergraduate degrees were in the hard sciences; in the United States, the figure was 17%.

　　•China will likely produce six times the number of engineers next year than America will graduate, according to Mike Gibbons of the American Society for Engineering Education. Japan, with half America's population, has minted(鑄造)twice as many in recent years.

　　"Most Americans are unaware of how much science does for this country and what we stand to lose if we can't keep up," says Shirley Ann Jackson, president of Rensselaer Polytechnic Institute and chair of the American Association for the Advancement of Science. David Baltimore, president of the California Institute of Technology and a Nobel laureate, puts it bluntly:" We can't hope to keep intact our standard of living, our national security, our way of life, if Americans aren't competitive in science."