《英语六级口试练习题》由会员分享，可在线阅读，更多相关《英语六级口试练习题（7页珍藏版）》请在金锄头文库上搜索。
1、英语六级口试练习题 导语：英语六级报名工作又开始了，以下是为大家精心的英语六级口试练习题，欢送大家参考！ In the late eighteenth century, battles raged in almost every corner of Europe, as well as in the Middle East, south Africa ,the West Indies, and Latin America. In reality, however, there was only one major war during this time, the war between Br
2、itain and France. All other battles were ancillary to this larger conflict, and were often at least partially related to its antagonist goals and strategies. France sought total domination of Europe . this goal was obstructed by British independence and Britains efforts throughout the continent to t
3、hwart Napoleon; through treaties. Britain built coalitions (not dissimilar in concept to todays NATO) guaranteeing British participation in all major European conflicts. These two antagonists were poorly matched, insofar as they had very unequal strengths; France was predominant on land, Britain at
4、sea. The French knew that, short of defeating the British navy, their only hope of victory was to close all the ports of Europe to British ships. Aordingly, France set out to overe Britain by extending its military domination from Moscow t Lisbon, from Jutland to Calabria. All of this entailed treme
5、ndous risk, because France did not have the military resources to control this much territory and still protect itself and maintain order at home. French strategists calculated that a navy of 150 ships would provide the force necessary to defeat the British navy. Such a force would give France a thr
6、ee-to-two advantage over Britain. This advantage was deemed necessary because of Britains superior sea skills and technology because of Britains superior sea skills and technology, and also because Britain would be fighting a defensive war, allowing it to win with fewer forces. Napoleon never lost s
7、ubstantial impediment to his control of Europe. As his force neared that goal, Napoleon grew increasingly impatient and began planning an immediate attack. Sleep is very ancient. In the electroencephalographic sense we share it with all the primates and almost all the other mammals and birds: it may
8、 extend back as far as the reptiles. There is some evidence that the two types of sleep, dreaming and dreamless, depend on the life-style of the animal, and that predators are statistically much more likely to dream than prey, which are in turn much more likely to experience dreamless sleep. In drea
9、m sleep, the animal is powerfully immobilized and remarkably unresponsive to external stimuli. Dreamless sleep is much shallower, and we have all witnessed cats or dogs cocking their ears to a sound when apparently fast asleep. The fact that deep dream sleep is rare among pray today seems clearly to
10、 be a product of natural selection, and it makes sense that today, when sleep is highly evolved, the stupid animals are less frequently immobilized by deep sleep than the smart ones. But why should they sleep deeply at all? Why should a state of such deep immobilization ever have evolved? Perhaps on
11、e useful hint about the original function of sleep is to be found in the fact that dolphins and whales and aquatic mammals in genera seem to sleep very little. There is, by and large, no place to hide in the ocean. Could it be that, rather than increasing an animals vulnerability, the University of
12、Florida and Ray Meddis of London University have suggested this to be the case. It is conceivable that animals who are too stupid to be quite on their own initiative are, during periods of high risk, immobilized by the implacable arm of sleep. The point seems particularly clear for the young of pred
13、atory animals. This is an interesting notion and probably at least partly true. Before the 1850s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their s
14、tudents. Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800s, more than nine thousand young Americans, di
15、ssatisfied with their training at home, went to Germany for advanced study. Some of them return to bee presidents of venerable colleges-Harvard, Yale, Columbia -and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Prof
16、essors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty posed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professors own research was presented in class. Graduate training leading t
