[外语类试卷]大学英语六级模拟试卷235及答案与解析.doc

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1、大学英语六级模拟试卷 235及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed 30 minutes to write a short essay entitled A Letter to the Mayor. You should write at least 150 words following the outline given below: 1. 假如你是王玲，请你就社区附近 建筑工地的污染问题给市长写一封信，内容应涉及污染情况、给居民带来的不便以及你的建议。 二、 Pa

2、rt 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 attached to the passage. For questions 1-4, mark： Y (for YES) if the statement agrees with the information given in the passage;

3、 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. 1 Cross-Cultural Communication Challenges Definition of Culture We all communicate with others all the time-in our homes, in our workplaces, in the groups

4、 we belong to, and in the community. No matter how well we think we understand each other, communication is hard. Just think, for example, how often we hear things like; “He doesnt get it,“ or “She didnt really hear what I meant to say.“ “Culture“ is often at the root of communication challenges. Ou

5、r culture influences how we approach problems, and how we participate in groups and in communities. When we participate in groups we are often surprised at how differently people approach their work together. Culture is a complex concept, with many different definitions. But, simply put, “culture“ r

6、efers to a group or community with which we share common experiences that shape the way we understand the world. It includes groups that we are born into, such as gender, race, or national origin. It also includes groups we join or become part of. For example, we can acquire a new culture by moving

7、to a new region, by a change in our economic status, or by becoming disabled. When we think of culture this broadly, we realize we all belong to many cultures at once. Our histories are a critical piece of our cultures. Historical experiences-whether of five years ago or of ten generations back- sha

8、pe who we are. Knowledge of our history can help us understand ourselves and one another better. Exploring the ways in which various groups within our society have related to each other is key to opening channels for cross-cultural communication. Six Fundamental Patterns of Cultural Differences As p

9、eople from different cultural groups take on the exciting challenge of working together, cultural values sometimes conflict. We can misunderstand each other, and react in ways that can hinder what are otherwise promising partnerships. Oftentimes, we arent aware that culture is acting upon us. Someti

10、mes, we are not even aware that we have cultural values or assumptions that are different from others! Different Communication Styles The way people communicate varies widely between, and even within, cultures. One aspect of communication style is language usage. Across cultures, some words and phra

11、ses are used in different ways. For example, even in countries that share the English language, the meaning of “yes“ varies from “maybe, Ill consider it“ to “definitely so,“ with many shades in between. Another major aspect of communication style is the degree of importance given to non-verbal commu

12、nication. Non-verbal communication includes not only facial expressions and gestures; it also involves seating arrangements, personal distance, and sense of time. In addition, different norms regarding the appropriate degree of assertiveness in communicating can add to cultural misunderstandings. Fo

13、r instance, some white Americans typically consider raised voices to be a sign that a fight has begun, while some black, Jewish and Italian Americans often feel that an increase in volume is a sign of an exciting conversation among friends. Thus, some white Americans may react with greater alarm of

14、a loud discussion than would members of some American ethnic or non-white racial groups. Different Attitudes Toward Conflict Some cultures view conflict as a positive thing, while others view it as something to be avoided. In the U.S., conflict is not usually desirable; but people often are encourag

15、ed to deal directly with conflicts that do arise. In fact, face-to-face meetings customarily are recommended as the way to work through whatever problems exist. In contrast, in many Eastern countries, open conflict is experienced as embarrassing or demeaning; as a rule, differences are best worked o

16、ut quietly. A written exchange might be the favored means to address the conflict. Different Approaches to Completing Tasks From culture to culture, there are different ways that people move toward completing tasks. Some reasons include different access to resources, different judgments of the rewar

17、ds associated with task completion, different notions of time, and varied ideas about how relationship-building and task-oriented work should go together. When it comes to working together effectively on a task, cultures differ with respect to the importance placed on establishing relationships earl

18、y on in the collaboration. A case in point, Asian and Hispanic cultures tend to attach more value to developing relationships at the beginning of a shared project and more emphasis on task completion toward the end as compared with European-Americans. European Americans tend to focus immediately on

19、the task at hand, and let relationships develop as they work on the task. This does not mean that people from any one of these cultural backgrounds are more or less committed to accomplishing the task, or value relationships more or less; it means they may pursue them differently. Different Decision

20、-Making Styles The roles individuals play in decision-making vary widely from culture to culture. For example, in the U.S., decisions are frequently delegated-that is, an official assigns responsibility for a particular matter to a subordinate. In many Southern European and Latin American countries,

21、 there is a strong value placed on holding decision-making responsibilities oneself. When decisions are made by groups of people, majority rule is a common approach in the U.S.; in Japan consensus is the preferred mode. Be aware that individuals expectations about their own roles in shaping a decisi

22、on may be influenced by their cultural frame of reference. Different Attitudes Toward Disclosure In some cultures, it is not appropriate to be frank about emotions, about the reasons behind a conflict or a misunderstanding, or about personal information. Keep this in mind when you are in a dialogue

23、or when you are working with others. When you are dealing with a conflict, be mindful that people may differ in what they feel comfortable revealing. Questions that may seem natural to you-What was the conflict about? What was your role in the conflict? What was the sequence of events?-may seem intr

24、usive to others. The variation among cultures in attitudes toward disclosure is also something to consider before you conclude that you have an accurate reading of the views, experiences, and goals of the people with whom you are working. Different Approaches to Knowing Notable differences occur amo

25、ng cultural groups when it comes to epistemologies (认识论 )-that is, the ways people come to know things. European cultures tend to consider information acquired through cognitive means, such as counting and measuring, more valid than other ways of coming to know things. Compare that to African cultur

26、es preference for affective ways of knowing, including symbolic imagery and rhythm. Asian cultures epistemologies tend to emphasize the validity of knowledge gained through striving toward transcendence (卓越 ). (Nichols, 1976) Recent popular works demonstrate that our own society is paying more atten

27、tion to previously overlooked ways of knowing. Conclusion An appreciation of patterns of cultural difference can assist us in processing what it means to be different in ways that are respectful of others, not fault-finding or damaging. Anthropologists Avruch and Black have noted that, when faced by

28、 an interaction that we do not understand, people tend to interpret the others involved as “abnormal“, “weird“ or “wrong“. (Avruch and Black, 1993) This tendency, if indulged, gives rise on the individual level to prejudice. If this propensity is either consciously or unconsciously integrated into o

29、rganizational structures, then prejudice takes root in our institutions-in the structures, laws, policies, and procedures that shape our lives. Consequently, it is vital that we learn to control the human tendency to translate “different from me“ into “less than me“. We can learn to do this. We can

30、also learn to collaborate across cultural lines as individuals and as a society. Awareness of cultural differences doesnt have to divide us from each other. It doesnt have to paralyze us either, for fear of not saying the “right thing“. In fact, becoming more aware of our cultural differences, as we

31、ll as exploring our similarities, can help us communicate with each other more effectively. Recognizing where cultural differences are at work is the first step toward understanding and respecting each other. 2 In a broad sense, people all belong to many cultures. （ A） Y （ B） N （ C） NG 3 Jewish and

32、Italian Americans usually think a raised voice means a beginning of a fight. （ A） Y （ B） N （ C） NG 4 In some Eastern countries, face-to-face meetings are favored to work through the conflicts. （ A） Y （ B） N （ C） NG 5 Even people from the same cultural background complete their tasks differently. （ A

33、） Y （ B） N （ C） NG 6 Communication challenges result from differences in _. 7 Cross-cultural communication begins when people understand how _ relate to each other within our society. 8 In Japan people preferred making their decisions on the basis of _. 9 When assessing different attitudes toward di

34、sclosure, we should take _ into consideration. 10 Africans regard _ as affective ways of knowing things. 11 Communication becomes efficient when people understand _ of cultures. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each co

35、nversation, one or more questions 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. （ A） It will l

36、ast for two weeks. （ B） It has come to a halt. （ C） It will end before long. （ D） It will probably continue. （ A） The man is a forgetful person. （ B） The typewriter is not new. （ C） The man can have the typewriter later. （ D） The man misunderstood her. （ A） It was probably Mr. Browns phone number th

37、at the woman wrote down. （ B） It was just an hour ago that the man met Mr. Brown. （ C） The woman forgot to write down the phone number. （ D） The woman needed a sheet of paper to put down the number. （ A） She believes that the man drives carefully. （ B） She thinks that the man had signaled in time. （

38、 C） She thinks that the man has mined her car. （ D） She doesnt know what to do with the mess. （ A） Its soon enough to get here. （ B） Its not soon enough to get here. （ C） Its not late to get here. （ D） Its early enough to get here. （ A） It was misleading. （ B） It was enjoyable. （ C） It was rather bo

39、ring. （ D） It was just so-so. （ A） He wonders if anything happened at the coffee shop. （ B） He doesnt know why the coffee tastes bad. （ C） He only wants coffee because he isnt hungry. （ D） He thinks that they ought to go to the coffee shop. （ A） The child should know how to solve the math problems.

40、（ B） There wont be any difficulty in the math homework. （ C） She wants to help the child with the math homework. （ D） She wants to find out about the math problems. （ A） George Washington. （ B） Thomas Jefferson. （ C） James Madison. （ D） Abraham Lincoln. （ A） A British doll. （ B） Her best white dress

41、. （ C） Her son. （ D） A picture of George Washington. （ A） The entire house. （ B） Six rooms only. （ C） The gardens only. （ D） The East Room only. （ A） Hospital employees. （ B） City Hall officials. （ C） Packer Hall residents. （ D） The engineering students. （ A） It begins on campus. （ B） Its five miles

42、 long. （ C） It circles the campus. （ D） It takes a few days to cover. （ A） By collections made at City Hall. （ B） By donations from the participants. （ C） By the allocation of funds from local hospitals. （ D） By contributions based on the miles participants covered. （ A） Eleven dollars for the event

43、. （ B） Five dollars for the event. （ C） One dollar per mile. （ D） Twenty-five cents or less per mile. 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 yo

44、u hear a question, you must choose the best answer from the four choices marked A, B, C and D. （ A） In the US, the public schools are not totally free. （ B） Compulsory education in the US includes 9 years of free education. （ C） Students mustnt leave school until they finished grade 12 or reach the

45、age of 16. （ D） Books are provided to students free of charge without being returned. （ A） Headmaster of a public school in Cambridge. （ B） An English teacher at Cambridge University. （ C） An English teacher at Haitian School. （ D） An English teacher teaching Haitian immigrant children at a primary

46、school. （ A） They dont have compulsory education in Haiti. （ B） Schools are often closed due to violence in Haiti. （ C） English is not offered in Haitian school. （ D） Parents dont want to pay fees for childrens study. （ A） Gold was discovered. （ B） The Transcontinental Railroad was completed. （ C） T

47、he Golden Gate Bridge was constructed. （ D） Telegraph communications were established with the East. （ A） Two million. （ B） Three million. （ C） Five million. （ D） Six million. （ A） Nineteen million dollars. （ B） Thirty-two million dollars. （ C） Thirty-seven million dollars. （ D） Forty-two million do

48、llars. （ A） Science fiction is not a fairly new in literature. （ B） Science fiction is very popular with people today. （ C） Science fiction only deals with terrible ideas. （ D） Many successful films are based on science fiction stories. （ A） Men from Mars or space adventure. （ B） The results of tech

49、nical developments on science. （ C） The results of technical developments on human mind. （ D） None of above. （ A） Some old form of ideal world. （ B） Adventures in ocean. （ C） Predicting development in technology and their effects on society. （ D） Future worlds which have nothing in common with our world. （ A） Science fiction writers can foretell things. （ B） Science develops as fast as is predicted by writers. （ C） Science develops faster than writers can imagine. （ D） Science fiction wr