[外语类试卷]大学英语六级模拟试卷262及答案与解析.doc

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1、大学英语六级模拟试卷 262 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 letter to apply for a position. You should write at least 150 words following the instructions given below: 假如你叫方小宇，你在北京青年报看到以下招聘广 告，请就此写一封求职信： 公司诚聘文秘一员，要求如下： 本科以上学历；有良好的沟通和协调能力；精通

2、英语和计算机者优先。 应聘者请将简历寄至：北京市中关村北路 108号紫光大厦人力资源部，邮编100081 二、 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 attached to the passage. For questions 1-4, mark： Y (for YES) if the s

3、tatement 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. 1 Suggestions for Improving Reading Speed Improvement of Reading Rate It is safe to say that alm

4、ost anyone can double his or her speed of reading while maintaining equal or even better comprehension. In other words, you can improve the speed with which you get what you want from your reading. The average college student reads between 250 and 350 words per minute on fiction and non-technical ma

5、terials. A “good“ reading speed is around 500 to 700 words per minute, but some people can read 1000 words per minute or more on these materials. What makes the difference? There are three main factors involved in improving reading speed: (1) the desire to improve, (2) the willingness to try new tec

6、hniques and (3) the motivation to practice. Learning to read rapidly and well presupposes that you have the necessary vocabulary and comprehension skills. When you have advanced on the reading comprehension materials to a level at which you can understand college-level materials, you will be ready t

7、o practice speed reading in earnest. The Role of Speed in the Reading Process Understanding the role of speed in the reading process is essential. Research shows a close relation between speed and understanding - although it is the opposite of what you might expect! Among thousands of individuals ta

8、king reading training, in most cases an increase in rate was accompanied by an increase in comprehension, and a decrease in rate brought decreased comprehension with it. It appears that plodding (单调乏味的 ), word-by-word analysis inhibits rather than increases understanding. Most adults are able to inc

9、rease their reading rate considerably and rather quickly without lowering their comprehension. These same individuals usually show a decrease in comprehension when they reduce their rate. Such results, of course, are heavily dependent upon the method used to gain the increased rate. Simply reading m

10、ore rapidly without actual improvement in basic reading habits usually results in lowered comprehension. Factors that Reduce Reading Rate The factors which reduce reading rate are: Limited perceptual span (word-by-word reading) Slow perceptual reaction time (slow recognition and response to the mate

11、rial) Vocalization (reading aloud) Faulty eye movements (including inaccuracy in placement of the page, in return sweep, in rhythm and regularity of movement, etc.) Regression (needless or unconscious rereading) Faulty habits of attention and concentration (including simple inattention during the re

12、ading act and faulty processes of retention) Lack of practice in reading- use it or lose it! Fear of losing comprehension, causing the person to deliberately read more slowly Habitual slow reading, in which the person cannot read faster because he or she has always read slowly Poor evaluation of whi

13、ch aspects are important and which are unimportant The effort to remember everything rather than to remember selectively Since these conditions also tend to reduce comprehension, increasing the reading rate by eliminating them is likely to produce increased comprehension, too. This is entirely diffe

14、rent from simply speeding up the rate of reading- which may actually make the real reading problem more severe. In addition, forced acceleration may destroy confidence in ones ability to read. The obvious solution, then, is to increase rate as a part of a total improvement of the whole reading proce

15、ss, as special training programs in reading do. Basic Conditions for Increased Reading Rate A well-planned program prepares for maximum increase in rate by establishing the necessary conditions. Three basic conditions include: Eliminate the habit of pronouncing words as you read. If you sound out wo

16、rds in your throat or whisper them, your reading rate is slowed considerably. You should be able to read most materials at least two or three times faster silently than orally, because you can get meaning from phrases without reading each word individually. If you are aware of sounding or “hearing“

17、words as you read, try to concentrate on key words and meaningful ideas as you force yourself to read faster. Avoid regressing (rereading). The average student reading at 250 words per minute regresses or rereads about 20 times per page. Rereading words and phrases is a habit which will slow your re

18、ading speed down to a snails pace. Usually, it is unnecessary to reread words, for the ideas you want are explained and elaborated more fully later. Furthermore, the slowest reader usually regresses most frequently. Because he reads slowly, his mind has time to wander and his rereading reflects both

19、 his inability to concentrate and his lack of confidence in his comprehension skills. Develop a wider eye-span. This will help you read more than one word at a glance. Since written material is less meaningful if read word by word, this will help you learn to read by phrases or thought units. Rate A

20、djustment Poor results are inevitable if the reader attempts to use the same rate for all types of material find for all reading purposes. He must learn to adjust his rate to his purpose in reading and to the difficulty of the material. The fastest rate works on easy, familiar, interesting material

21、or in reading to gather information on a particular point. A slower rate is better for material which is unfamiliar in content and language structure or which must be thoroughly digested. The effective reader adjusts his rate; the ineffective reader always uses the same rate. Rate may be adjusted ov

22、erall for an entire article, or internally for parts of an article. As an analogy, imagine that you plan to take a 100-mile mountain trip. Since this trip will include hills, curves, and a mountain pass, you estimate it will take three hours for the total trip, averaging about 35 miles an hour. This

23、 is your overall rate adjustment. In actual driving, however, you may stow down to no more than 15 miles per hour on some curves and hills, while speeding up to 50 miles per hour or more on relatively straight and level sections. This is your internal rate adjustment. Similarly, there is no set rate

24、 which the good reader follows inflexibly in reading a particular selection, even though he has set himself an overall rate for the total job. Reading rate should vary according to your reading purpose. To understand information, for example, skim or scan at a rapid rate. To determine the value of m

25、aterial or to read for enjoyment, read rapidly or slowly according to your feeling. To read analytically, read at a moderate pace to permit you to interrelate ideas. The nature and difficulty of the material also calls for adjustments in rate. Obviously, the level of difficulty depends greatly on th

26、e particular readers knowledge. While Einsteins theories may be extremely difficult for most laymen, they would be very simple and clear to a professor of physics. Hence, the layman and the physics professor will read the same material at different rates. Generally, difficult material will entail a

27、slower rate; simpler material will permit a faster rate. Conclusion In general, decrease speed when you find the following: Unfamiliar terminology. Try to understand it in context at that point; otherwise, read on and return to it later. Difficult sentence and paragraph structure. Slow down enough t

28、o enable you to untangle them and get accurate context for the passage. Unfamiliar or abstract concepts. Look for applications or examples of your own concepts as well as studying those of the writer. Take enough time to get them clearly in mind. Detailed, technical material. This includes complicat

29、ed directions, statements of difficult principles, and materials on which you have scant background. Material on which you want detailed retention. Increase speed when you meet the following: Simple material with few ideas which are new to you. Move rapidly over the familiar ones; spend most of your

30、 time on the unfamiliar ideas. Unnecessary examples and illustrations. Since these are included to clarify ideas, move over them rapidly when they are not needed. Detailed explanation and idea elaboration which you do not need. Broad, generalized ideas and ideas which are restatements of previous on

31、es. These can be readily grasped, even with scan techniques. 2 You can improve your reading rate even if you dont have enough grammar knowledge. （ A） Y （ B） N （ C） NG 3 An increase in reading rate usually results in an increase in reading comprehension. （ A） Y （ B） N （ C） NG 4 People usually reread

32、the materials when losing their interest. （ A） Y （ B） N （ C） NG 5 To improve reading speed, people can scan some unnecessary explanations and examples. （ A） Y （ B） N （ C） NG 6 Peoples confidence in reading might be destroyed by _. 7 People can increase their reading speed if they read silently rathe

33、r than _. 8 When you sound or “hear“ words as you read, you should force yourself to focus on important words and _. 9 A wider eye-span allows readers to read by phrases or _. 10 An efficient reader always changes his rate according to his _ and the difficulty of the reading material. 11 It is neces

34、sary to make frequent _ reading rate adjustment. 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 was said. Both the conversation and the questions will be spoken only

35、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 is shiny all the day. （ B） It is a desirable room. （ C） It is old and shabby. （ D） It costs a lot. （ A） The man. （ B） The woman. （ C） T

36、he mans boss. （ D） Himself. （ A） He says nothing. （ B） He was confused at the end. （ C） The hero died in the car. （ D） The hero married his sweetheart. （ A） Its raining heavily. （ B） Its going to rain. （ C） Its raining slightly. （ D） He wants some cats and dogs. （ A） In a clothing shop. （ B） In a ga

37、rden. （ C） In a cleaners. （ D） At a printing shop. （ A） She saw a nail in the mans tire. （ B） The man shouldnt drive on the tire. （ C） The man may not need a new tire. （ D） She also needs air in her tires. （ A） He always says what he wants to say. （ B） He never comes to the point. （ C） He can hardly

38、 express himself clearly. （ D） He speaks too fast. （ A） Georges brother. （ B） Georges wife. （ C） Georges father. （ D） Georges wifes father. （ A） Jims health problems. （ B） The womans problems with her workaholic professor. （ C） Jims relationship with his professor. （ D） Problems that Jim and the wom

39、an have with their workloads. （ A） Whether to accept the deans job offer. （ B） Whether to move to another place or not. （ C） Whether to have to rest or not. （ D） Whether to ask for a cancellation （ A） She would like to mark papers, tool （ B） She wants the man to work less than before. （ C） She wants

40、 the man to talk to his professor. （ D） She wants to quit school and find a job. （ A） The purpose of laughter. （ B） The cause of laughter and its effects. （ C） Who and when people laugh. （ D） The origins of laughter. （ A） It is a survival technique for babies. （ B） To ease hostilities. （ C） To make

41、parents feel relaxed. （ D） To fight diseases. （ A） She can hear them crying very loudly at the zoo. （ B） Shes heard them panting and was told it was laughter. （ C） Shes read about it from Darwin. （ D） She used to work at a zoo. （ A） He has some pet apes in his apartment. （ B） Hes worried the chicken

42、 he left out will spoil. （ C） Hes worried his roommates will worry about him. （ D） Hes worried he will miss out on his dinner. 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 s

43、poken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D. （ A） People have to jump from the top of high rocks. （ B） It takes people much shorter time to get an immediate pleasure. （ C） The people, who take part in it, need special trainin

44、g. （ D） It is very exciting for people to jump at such a high speed. （ A） He is against dangerous activities. （ B） He is a lover of dangerous activities himself. （ C） He is for dangerous activities. （ D） He doesnt say whether dangerous activities are good and bad. （ A） They think them fashionable. （

45、 B） They want to keep themselves fit. （ C） They look for pleasure and excitement in activities. （ D） They have a lot of free time to enjoy themselves. （ A） Why they change color. （ B） Whether they change color. （ C） How to use them as clocks. （ D） Where they can be caught. （ A） They changed color mo

46、re quickly. （ B） They did not change color. （ C） They changed color on the same schedule. （ D） They changed color more slowly. （ A） By the work of biologists. （ B） In the process of evolution. （ C） Over millions of years. （ D） Both A and B （ A） Training given to music therapists. （ B） How music prev

47、ents disease. （ C） Studies on the benefits of music. （ D） How musicians create music. （ A） To replace physical therapy. （ B） To control brain seizures. （ C） To prevent heart disease. （ D） To relieve tension. （ A） Music they like can relieve depression but distract attention. （ B） Music they like can

48、 reduce stress and improve concentration. （ C） Classical music and rock-and-roll increase their heart rate and expand the breathing. （ D） Wearing headphones can help concentrate when they are performing operations. （ A） It increased the students white blood cell count. （ B） It increased some student

49、s energy level. （ C） It improved the students ability to play musical instruments. （ D） It released a natural painkiller in some students bodies. 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. F