[外语类试卷]大学英语六级模拟试卷166及答案与解析.doc
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1、大学英语六级模拟试卷 166及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed thirty minutes to write a short essay entitled Good Manners You should write at least 150 words following the outline given below: 1. 礼貌的含义 2礼貌对我们社会的重要意义 3我们应该怎么看待礼貌 Good Manners 二、 Part II Reading Compr
2、ehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-4, mark: Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the
3、statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 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 st
4、atement 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. The Advanta
5、ges of Communicative Language Teaching As a teacher trainer working with international groups, I am frequently asked to include an overview of communicative language teaching (CLT), and discuss ways of adapting materials to make lessons more communicative or interactive. Most groups are enthusiastic
6、 about the lesson opportunities which CLT offers. However, some also indicated they felt constrained by the system under which they operated, especially those teaching in settings which are particularly exam-focused. In addition, they queried the relevance of CLT to their situation, where many of th
7、e students never used English outside the classroom. In contrast, I had shifted across a spectrum of learners, enthusiastically taking CLT along with me as universally appropriate. Taking my colleagues concerns on board, I began to question the appropriateness of CLT for some of these diverse learne
8、r groups. This was supported by current reading on the topic; the titles of some articles made me think I should give up the support for CLT then and there. However, the more I read on the topic, the more I defended the continued suitability of CLT. It really does benefit the students in a variety o
9、f ways. Elements of CLT Communication According to Ability Whether CLT should be considered an approach or a methodology is a more abstract debate and here I want to deal with its more practical aspects, in fact, it is those very elements, and the name itself, which have been used to challenge the f
10、uture relevance of CLT. Firstly, the label implies a focus on communication and some might argue that this method cant be employed genuinely with low levels as there is no authentic communication, due to a limited vocabulary and restricted range of functions. Initially, many of a learners utterances
11、 are very formulaic. As an aside, consider just what percentage of our own English expressions are unique, and how often we rely on a set phrase; just because it is delivered unselfconsciously and with natural intonation does not make it original. The aim is that the length and complexity of exchang
12、es, and confident delivery, will grow with the students language ability. With the emphasis on communication, there is also the implication that spoken exchanges should be authentic and meaningful; detractors claim that the artificial nature of classroom-based (i.e. teacher-created interactions make
13、s CLT an oxymoron. Nevertheless, a proficient teacher will provide a context so that class interactions are realistic and meaningful but with the support needed to assist students to generate the target language. We need to consider that producing language is a skill and when we learn a skill we pra
14、ctise in improvised settings. For example, before a nurse gives a real injection, they have punctured many a piece of fruit to hone their technique. Accuracy as Well as Fluency It might also be argued that the extent of some of the structures or functions may never be used in real life. One example
15、is adjective order; I have given students an exercise where they have to produce a phrase with a string of adjectives, such as “a strong, orange, Norwegian, canvas tent.“ This is very unnatural, as most times we only combine two or three adjectives. The other example is directions we have students f
16、ollow a map and negotiate exhaustive directions which suggest maze-like complexity. In reality, most of us probably are only involved in a three-phase set of directions. In fact, what we are doing with these exercises is exposing students to patterns which they can later activate. This focus on accu
17、racy versus fluency is one of the issues not often considered in a discussion of CLT. The teacher decides to pay attention to one or other end of this band, depending on the type of lesson, or the stage of a particular lesson, and accuracy is their choice if they want to deal with students getting t
18、hings right, take an opportunity for correction, or gauge the success of their teaching, for example. Freer speaking involves more choice, therefore more ambiguity, and less teacher intervention. While CLT implies the lessons are more student-centered, this does not mean they are un-structured. The
19、teacher does have a very important role in the process, and that is setting up activities so that communication actually happens. There is a lot of preparation; accuracy practice is the bridge to a fluency activity. By implication, CLT involves equipping students with vocabulary, structures and func
20、tions, as well as strategies, to enable them to interact successfully. The reference to strategies introduces the matter of grammatical versus communicative competence. If we view the two as mutually exclusive, then we are likely to champion one over the other, in terms of approach, curriculum or wh
21、atever else determines and defines our classroom teaching. In fact, Canale and Swains model of communicative competence, referred to by Guangwei Hu, includes four sub-categories, namely grammatical, sociolinguistic discourse and strategic. They consider someone competent in English should demonstrat
22、e both roles of grammar and use. Promoting Learning This returns us to the consideration of who we are teaching, and why. Are our students aiming to learn or acquire English? Do they need to know lexical items and linguistic rules as a means of passing an exam, or do they want to be able to interact
23、 in English? For those inclined to maintain the dichotomy between learning and acquisition, and who argue that our primary focus is learners, CLT still has relevance. It is timely to review an early definition of CLT. According to Richards and Rodgers, in Guangwei Hu, CLT is basically about promotin
24、g learning. Then again, Mark Lowe suggests that we follow Hallidays lead and drop the distinction between learning and acquisition, and refer to language mastery instead. After all, if the students master the language, they will certainly be able to perform better in exams, if that is their goal. In
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