[外语类试卷]大学英语六级模拟试卷285及答案与解析.doc

《[外语类试卷]大学英语六级模拟试卷285及答案与解析.doc》由会员分享，可在线阅读，更多相关《[外语类试卷]大学英语六级模拟试卷285及答案与解析.doc（30页珍藏版）》请在麦多课文档分享上搜索。

1、大学英语六级模拟试卷 285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 The Popularity of Western Holidays. You should write at least 150 words following the outline given below: 1. 一些 “洋 ”节日在中国越来越流行。 2一些中国传统节日反倒无人问津。 3你如何看待这种现象。 Th

2、e Popularity of Western Holidays 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 statement agrees with

3、 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 Why Bilingual Education? Bilingual education continues to receive criticism in the national media. This article ex

4、amines some of the criticism, and its effect on public opinion, which often is based on misconceptions about bilingual educations goals and practice. The article also explains the rationale underlying good bilingual education programs and summarizes research findings about their effectiveness. The c

5、ombination of first language subject matter teaching and literacy development that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency. Of course, we also want to teach in English directly, vi

6、a high quality English-as-a-Second Language (ESL) classes, and through sheltered subject matter teaching, where intermediate-level English language acquirers learn subject matter taught in English. The best bilingual education programs include all of these characteristics: ESL instruction, sheltered

7、 subject matter teaching, and instruction in the first language. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (e. g. , math and

8、science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the mos

9、t abstract use of language (social studies and language arts). Once full mainstreaming is complete, advanced first language development is available as an option. Gradual exit plans, such as these, avoid problems associated with exiting children too early (before the English they encounter is compre

10、hensible) and provide instruction in the first language where it is most needed. These plans also allow children to have the advantages of advanced first language development. Success without Bilingual Education A common argument against bilingual education is the observation that many people have s

11、ucceeded without it. This has certainly happened. In these cases, however, the successful person got plenty of comprehensible input in the second language, and in many cases had a defacto bilingual education program. For example, Rodriguez and de la Pena are often cited as counter-evidence to biling

12、ual education. Rodriguez tells us that he succeeded in school without a special program and acquired a very high level of English literacy. He had two crucial advantages, however, that most limited-English-proficient (LEP) children do not have. First, he grew up in an English-speaking neighborhood i

13、n Sacramento, California, and thus got a great deal of informal comprehensible input from classmates. Many LEP children today encounter English only at school; they live in neighborhoods where Spanish prevails. In addition, Rodriguez became a voracious reader, which helped him acquire academic langu

14、age. Most LEP children have little access to books. De la Pena reports that he came to the United States at age nine with no English competence and claims that he succeeded without bilingual education. He reports that he acquired English rapidly, and “by the end of my first school year, I was among

15、the top students.“ De la Pena, however, had the advantages of bilingual education: In Mexico, he was in the fifth grade, and was thus literate in Spanish and knew subject matter. In addition, when he started school in the United States he was put back two grades. His superior knowledge of subject ma

16、tter helped make the English input he heard more comprehensible. Children who arrive with a good education in their primary language have already gained two of the three objectives of a good bilingual education program-literacy and subject matter knowledge. Their success is good evidence for bilingu

17、al education. What about Language other Than Spanish Porter states that “even if there were a demonstrable advantage for Spanish-speakers learning to read first in their home language, it does not follow that the same holds true for speakers of languages that do not use the Roman alphabet“ . But it

18、does. the ability to read transfers across languages, even when the writing systems are different. There is evidence that reading ability transfers from Chinese to English, from Vietnamese to English, from Japanese to English, and from Turkish to Dutch. In other words, those who read well in one lan

19、guage, read well in the second language (as long as length of residence in the country is taken into account because of the first language loss that is common) . Bilingual Education and public Opinion Opponents of bilingual education tell us that the public is against bilingual education. This impre

20、ssion is a result of the way the question is asked. One can easily get a near-100-percent rejection of bilingual education when the question is biased. Porter, for example, states that “Many parents are not committed to having the schools maintain the mother tongue if it is at the expense of gaining

21、 a sound education and the English language skills needed for obtaining jobs or pursuing higher education“ . Who would support mother tongue education at such a price? However, when respondents are simply asked whether or not they support bilingual education, the degree of support is quite strong: F

22、rom 60 -99 percent of samples of parents and teachers say they support bilingual education. In a series of studies, Shin examined attitudes toward the principles underlying bilingual education. Shin found that many respondents agree with the idea that the first language can be helpful in providing b

23、ackground knowledge, most agree that literacy transfers across languages, and most support the principles underlying continuing bilingual education (economic and cognitive advantages). The number of people opposed to bilingual education is probably even less than these results suggest; many people w

24、ho say they are opposed to bilingual education are actually opposed to certain practices (e. g. , inappropriate placement of children). Despite what is presented to the public in the national media, research has revealed much support for bilingual education. McQuillan and Tse (in press) reviewed pub

25、lications appearing between 1984 and 1994, and reported that 87 percent of academic publications supported bilingual education, but newspaper and magazine opinion articles tended to be anti-bilingual education, with only 45 percent supporting bilingual education. One wonders what public support woul

26、d look like if bilingual education were more clearly defined in such articles and editorials. The Research Debate It is sometimes claimed that research does not support the efficacy of bilingual education. Its harshest critics, however, do not claim that bilingual education does not work; instead, t

27、hey claim there is little evidence that it is superior to all-English programs. Nevertheless, the evidence used against bilingual education is not convincing. One major problem is in labeling. Several critics, for example, have claimed that English immersion programs in El Paso and McAllen, Texas, w

28、ere shown to be superior to bilingual education. In each case, however, programs labeled immersion were really bilingual education, with a substantial part of the day taught in the primary language. In another study, Gersten claimed that all-English immersion was better than bilingual education. How

29、ever, the sample size was small and the duration of the study was short; also, no description of “bilingual education“ was provided. On the other hand, a vast number of other studies have shown that bilingual education is effective, with children in well-designed programs acquiring academic English

30、at least as well and often better than children in all-English programs. Willig concluded that the better the experimental design of the study, the more positive were tile effects of bilingual education. Improving Bilingual Education Bilingual education has done well, but it can do much better. The

31、biggest problem is the absence of books-in both the first and second languages-in the lives of students in these programs. Free voluntary reading can help all components of bilingual education: It can be a source of comprehensible input in English or a means for developing knowledge and literacy thr

32、ough the first language, and for continuing first language development. Limited-English-proficient Spanish-speaking children have little access to books at home (about 22 books per home for the entire family) or at school ( an average of one book in Spanish per Spanish-speaking child in some school

33、libraries in schools with bilingual programs) . A book flood in both languages is clearly called for. Good bilingual programs have brought students to the 50th percentile on standardized tests of English reading by grade five. But with a good supply of books in both first and second languages, stude

34、nts can go far beyond the 50th percentile. It is possible that we might then have the Lake Wobegon effect, where all of the children are above average, and we can finally do away with the tests (and put the money saved to much better use) . 2 The author believes that the criticism against bilingual

35、education is not reasonable. （ A） Y （ B） N （ C） NG 3 The instruction in the first language is a key part of a good bilingual program. （ A） Y （ B） N （ C） NG 4 In advanced level bilingual classes, the teaching in the first language is fully eliminated. （ A） Y （ B） N （ C） NG 5 Gradual exit plan has the

36、 advantage of higher literacy levels for the students. （ A） Y （ B） N （ C） NG 6 Rodriguez and de la Pena are used as examples to reject bilingual programs because they_. 7 _helped De la Pena to understand English much better when he first arrived. 8 Many people may reject bilingual education simply b

37、ecause they dont like 9 Besides the problems of the small size and short duration of the study, Gerstens research also lacks_. 10 Willigs research came up with the fact that if the experimental design of the study is better, the effects of bilingual education would be_. 11 Bilingual programs can do

38、much better if the problems of _can be solved. 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 on

39、ce. 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） Not many people attended the lecture. （ B） The lecture turned out as expected. （ C） People thought the lecture was hard to hear. （ D） The le

40、cture was excellent. （ A） He doesnt think the apartment is a mess. （ B） Hes sorry about the condition of the apartment. （ C） He thinks he cleans better than the woman. （ D） He had a terrible time staying in the womans apartment. （ A） Shes just washed her car. （ B） She doesnt think it will rain. （ C）

41、 Shell close the windows. （ D） Shell put the car away. （ A） Its as good as people say it is. （ B） It isnt very expensive. （ C） Its overrated. （ D） It doesnt have a good reputation. （ A） Meet her this weekend in Paris. （ B） Ask someone else to the show. （ C） Invite her guests to come along. （ D） Go t

42、o Paris with her another time. （ A） He doesnt like chocolate cake. （ B） Hes planning to begin a new diet tonight. （ C） Itll be hard for him to refuse the dessert. （ D） He gets a toothache when he eats sweets. （ A） The man has a lovely view from his window. （ B） The man may not need to water his flow

43、ers. （ C） She loves the flowers the man gave her. （ D） Shell take care of the mans flowers for him. （ A） Jack didnt make any promise to Mary. （ B） Jack and Mary have no secrets from each other. （ C） Jack will keep the surprise party a secret. （ D） Jack has arranged a surprise party for Mary. （ A） Pl

44、anning a trip. （ B） Reading. （ C） Sleeping. （ D） Doing research. （ A） To ask for help with anthropology assignment. （ B） To see what progress hes made on his paper. （ C） To discuss his trip to Mexico. （ D） To bring him a message from Professor Grant. （ A） He cant find enough information for his rese

45、arch paper. （ B） He cant sleep at night. （ C） He cant find a quiet place to study. （ D） He cant narrow down his research topic. （ A） On a bicycle trip. （ B） Toa recycling center. （ C） To a paper mill. （ D） On a business trip. （ A） Paper towels, napkins, bags and boxes. （ B） Art books and other high-

46、quality printed matter. （ C） Insulation for basements. （ D） Imitation wood. （ A） The quality of paper will improve. （ B） Paper prices will go down. （ C） Garbage dumps will decrease in size. （ D） Trees will be saved. （ A） Husband and wife. （ B） Mother and son. （ C） Teacher and student. （ D） Friends.

47、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 marked A, B, C and D. （ A） An

48、y powerful nation may control the sea. （ B） Any area of the sea belongs to the nation closest to it. （ C） No one has exclusive rights to the open sea. （ D） No nations has any sea rights. （ A） Because the seals came to American shores. （ B） Because the sealers were in American territorial waters. （ C

49、） Because the United States had purchased all the waters off Alaska. （ D） Because there were no regulations for sealing, （ A） Canada had no sealing rights off Alaska. （ B） The Canadians could hunt the seals. （ C） The United States could claim the seals. （ D） The United States could not hunt the seals. （ A） Drinking. （ B） Sleeping. （ C） Sunbathing. （ D） Swimming. （ A） To increase their knowledge of other countries. （ B） To visit as many countries as possible. （ C） To appreciate the local food and