[外语类试卷]大学英语六级模拟试卷278及答案与解析.doc
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1、大学英语六级模拟试卷 278 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 letter of at least 150 words according to the outline given below in Chinese. 1. 有个国外的朋友来访,告诉他你已经做好安排。 2作了哪些安排。 3对来访表示欢迎 二、 Part II Reading Comprehension (Skimming and Scanning
2、) (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 statement contradicts the infor
3、mation given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Whats a better teaching method? Jim Munchs experience LAST spring, when he was only a sophomore, Jim Munch received a plaque honoring him as top scorer on the high school math team here. He went on to e
4、arn the highest mark possible, a 5, on an Advanced Placement exam in calculus. His ambition is to become a theoretical mathematician. So Jim might have seemed the veritable symbol for the new math curriculum installed over the last seven years in this ambitious, educated suburb of Rochester. Since s
5、eventh grade, he had been taking the “constructivist“ or “inquiry“ program, so named because it emphasizes pupils constructing their own knowledge through a process of reasoning. Jim, however, placed the credit elsewhere. His parents, an engineer and an educator, covertly tutored him in traditional
6、math. Several teachers, in the privacy of their own classrooms, contravened the official curriculum to teach the problem-solving formulas that constructivist math denigrates as mindless memorization. “My whole experience in math the last few years has been a struggle against the program,“ Jim said r
7、ecently. “Whatever Ive achieved, Ive achieved in spite of it. Kids do not do better learning math themselves. Theres a reason we go to school, which is that theres someone smarter than us with something to teach us.“ The constructivist math Such experiences and emotions have burst into public discus
8、sion and no small amount of rancor(怨恨 ) in the last eight months in Penfield. This community of 35 000 has become one of the most obvious fronts in the nationwide math wars, which have flared from California to Pittsburgh to the former District 2 on the Upper East Side of Manhattan, pitting progress
9、ives against traditionalists, with nothing less than Americas educational and economic competitiveness at stake. In these places and others, groups of parents have condemned constructivist math for playing down such basic computational tools as borrowing, carrying, place value, algorithms, multiplic
10、ation tables and long division, while often introducing calculators into the classroom as early as first or second grade. Such criticism has run headlong into the celebration of constructivism by the National Council of Teachers of Mathematics and such leading teacher-training institutions as the Ba
11、nk Street College of Education. The strife has taken on a particular intensity here in Penfield, perhaps, because the town includes an unusually large share of engineers and scientists, because of the proximity(接近 ) of companies like Xerox, Kodak and Bausch its aggression. The PR agents who call me
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