[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

25、 addition, those who do see a purpose beyond classroom-related English will be better equipped for using the language socially. Motivation One of the constant discussions in all my teacher training groups was how to motivate students. This suggests that the focus on passing the exam was not always e

26、nough. Motivation relates to engaging students but also includes confidence building. If there is a climate of trust and support in the classroom, then students are more likely to contribute. One way of developing this is to allow pair-checking of answers before open-class checking occurs. Another w

27、ay is to include an opportunity for students to discuss a topic in small groups before there is any expectation that they speak in front of the whole class. Evelyn Doman suggests that “The need for ongoing negotiation during interaction increases the learners overt participation.“ It is this involve

28、ment we need to harness and build on. Sometimes the participation is hardly what we would define as “negotiation“, but merely a contribution. For a few students, just uttering a word or a phrase can be an achievement. Indeed, some of the teachers in the training sessions said this was the goal they

29、set for their more reticent pupils. And I have had students who, after writing their first note or e-mail in English, expressed their pride at being able to do so. If teachers consider an activity to be irrelevant or not engaging enough, there are many other tasks which may be more appropriate, such

30、 as surveys, using a stimulus picture and prompt questions (Who. Where. When.What.), or a series of pictures which need to be sequenced before a story is discussed. In this respect, CLT addresses another area which constantly challenges teachers, the mixed-ability class. When the lesson progresses t

31、o a freer-speaking activity, students can contribute according to their ability and confidence, although I acknowledge both need to be stretched. So there is a challenge for the more capable students, while those with an average ability still feel their effort is valid. This compares with the less c

32、reative opportunities offered by some textbooks, where students read a dialogue, perhaps doing a substitution activity, for example. A basic responsibility is considering and responding to the needs of our students, so if the course book is inadequate we need to employ the following steps: select, a

33、dapt, reject and supplement. Moreover, because each class we teach has its own characteristics and needs, CLT will vary each time we employ it. 2 The more the author reads on Communicative Language Teaching, the more he thinks he should give it up. （ A） Y （ B） N （ C） NG 3 Some might argue that as a

34、result of a limited vocabulary and restricted range of functions, there is no real communication. （ A） Y （ B） N （ C） NG 4 The teacher will provide a context and while the class is practicing, the teacher should monitor. （ A） Y （ B） N （ C） NG 5 Since in reality, most of us probably are only involved

35、in three phase-set of directions, it is meaningless for the students to negotiate exhaustive directions. （ A） Y （ B） N （ C） NG 6 With the students language ability, theism of the _ and _ of exchanges and confident delivery will grow. 7 One of the factors CLT involves is strategy, which introduces th

36、e matter of _ versus _ competence. 8 According to the passage, Halliday prefers _ to distinction between learning and acquisition. 9 The discussion on how to motivate students suggests that the focus on _ was not always enough. 10 Besides the contribution activity, CLT addresses another area, which

37、constantly challenges teachers, _. 11 Because each class we teach has its own _, CLT will vary each time we employ it. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what

38、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. （ A） Tile man will arrive at the hotel only fourteen minutes late. （ B） T

39、he man has a quarter to get to the hotel. （ C） The man will certainly miss his business. （ D） The woman does not think she will be able to drive quickly. （ A） To keep her carpet clean. （ B） To protect her carpet. （ C） To avoid tripping on the carpet. （ D） To keep their feet warm. （ A） He failed only

40、 in physics. （ B） He will not pass the exam if he doesnt review his lessons. （ C） Hes intelligent. （ D） Clever people may be victims of their own cleverness. （ A） She was afraid of the professor. （ B） She didnt enter her house. （ C） She didnt make full preparations for her lessons. （ D） She lost her

41、 key. （ A） At the call box. （ B） At the jewelry store. （ C） From a machine. （ D） From the purchaser. （ A） In July. （ B） In March. （ C） In September. （ D） In the winter. （ A） It has been in her family a long time. （ B） Her boyfriend gave it to her. （ C） The family doesnt like it. （ D） It is a family

42、disgrace. （ A） He made it himself. （ B） He had a carpenter make it. （ C） He bought it .a long time ago. （ D） He had an old one re-made. （ A） A sick friend. （ B） A math class. （ C） School policy. （ D） The mans test. （ A） Because it is against the law. （ B） Because the man is not a member of Terrys fa

43、mily. （ C） Because the woman cannot find the test. （ D） Because Terry was too sick to take the test. （ A） Gerard. （ B） Patrick. （ C） Raleigh. （ D） Kelly. （ A） Its crowded with people. （ B） Its full of computers. （ C） Lunch is being served there. （ D） Only few people in there. （ A） Trying to telephon

44、e someone. （ B） Attending a concert. （ C） Waiting in line. （ D） Canceling reservations. （ A） Before breakfast. （ B） Late morning. （ C） Mid-afternoon. （ D） Late evening. （ A） Talking about if the woman waited in line. （ B） Exchanging the telephone numbers. （ C） Saying hello to each other. （ D） Talkin

45、g about their children. 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 marke

46、d A, B, C and D. （ A） Money. （ B） Ships and planes. （ C） Florida. （ D） Trains and cars. （ A） In the Pacific Ocean. （ B） Close to Europe. （ C） Nobody knows. （ D） In the Atlantic Ocean. （ A） A bomb explosion. （ B） A traffic accident. （ C） Murder. （ D） Massacres. （ A） At a railway station. （ B） At a bu

47、s center. （ C） In the countryside. （ D） In a coastal town. （ A） 1 （ B） 2 （ C） 3 （ D） 4 （ A） The discussion. （ B） The European Union team. （ C） The European Union deputy foreign ministers. （ D） The UN investigation. （ A） Mice. （ B） Rats. （ C） Monkeys. （ D） A, B andC （ A） The relationship between mice

48、, rats and monkeys. （ B） The relationship between diet and animals. （ C） The relationship between diet and man. （ D） The relationship between diet and health. （ A） Tile first group. （ B） The second group. （ C） The last group. （ D） All the three groups. （ A） Diet has nothing to do with health. （ B） T

49、he amount of food has something to do with health. （ C） Health depends on diet totally. （ D） Good food has nothing to do with health. Section C Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44