[外语类试卷]大学英语六级模拟试卷742及答案与解析.doc

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1、大学英语六级模拟试卷 742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 composition on the topic: Ability and Good Looks. You should write at least 150 words following the outline given below: 1.老一辈常说 ,能力比 相貌重要 2. 如今很多人却认为相貌比能力重要 3. 你的看法 二、 Part II Read

2、ing 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; N (for NO

3、) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Common Faults and Eye Movement There are a number of bad habits which poor readers adopt. Most of these involve using extra body movement in the reading process.

4、In efficient reading, the muscles of the eye should make the only external movement. Of course there must be vigorous mental activity, but extra body movements, such as pointing with the finger or moving the lips, do not help reading and often slow it down POINTING AT WORDS A fault that is often see

5、n when students are trying to concentrate is pointing to the words with a finger, pencil or ruler. Young children and very poor readers often point with a finger at each word in mm. Slightly more mature readers sometimes hold a pencil or ruler underneath the line which they are reading. While markin

6、g the line might be helpful for beginning readers, it is certainly unnecessary for normal readers. Besides slowing down the reader through-the mere mechanical movement of pencil, ruler, or finger, pointing at lines or words tends to cause the student to focus his attention on the wrong thing. The im

7、portant thing to concentrate on while reading is the idea. that the author is trying to communicate, and not the location of the words on the page. The eyes of any child old enough to learn how to read are certainly skillful enough to be able to follow a line of print without extra help from fingers

8、 or rulers. Another common fault that is easily observed is head movement. This most often occurs when students are nervous about their reading or trying hard, as during a reading speed test. With head movement the student tries to aim his nose at the word he is reading so that as he reads across th

9、e line his head turns slightly. When he makes the return sweep to begin a new line his head quickly turns back so that his nose is pointed at the left-hand margin, and he can now begin to read the new line by slowly turning his head. The belief that this head movement aids reading is pure nonsense.

10、Eye muscles are quite capable of shifting the eyes from word to word, and they need no help from neck muscles. Often students are quite unaware that they are moving their heads while reading and they need to be reminded by the teacher not to do it. VOCALIZATION Vocalization is another fault. Some po

11、or readers think it necessary to pronounce aloud each word as it is read. Usually this pronunciation is quite soft, so that the student is more whispering to himself than actually reading aloud, but even this is very undesirable. The chief disadvantage of pronouncing words while you read them is tha

12、t it tends to tie reading speed to speaking speed, and the silent reading of most normal readers is nearly twice as fast as their speaking. Usually this fault can be eliminated in older students by their own conscious effort, possibly with the aid of a few reminders from the teacher. Vocalization by

13、 beginning readers is a common fault; after a reader reaches some maturity it becomes very undesirable. Vocalization takes various modified forms. Sometimes a reader will merely move his lips soundlessly. At other times he may make tongue or throat movements without lip movement. Stir other readers

14、will have activity going on in their vocal cords, which can be detected by the student if he places his fingers alongside his vocal cords in the throat while he is reading. Vocal cord vibration can be felt with the fingers quite easily. Like true vocalization, these minor parts of “subvocalization“

15、lip movement, tongue or throat movement and vocal cord movementcan be stopped by conscious effort of the student. SUBVOCALIZATION Subvocalization is the most difficult of all types of vocalization. In subvocalization there is no body movement. The lips, tongue or vocal cords do not move. But an inne

16、r type of speech persists: within the students mind he is saying each word to himself, clearly pronouncing each word and then listening to. himself, as it were. This fault is difficult, but not impossible, to cure. Probably the main mason for subvocalization is the nature of written language. Englis

17、h is written in an alphabet: a set of symbols which stand for speech-sounds. The speech-sounds in turn stand for an idea or thought. Since most students learn to read either after learning to speak or at the same time, there is a natural tendency to relate the printed word to its speech-sound. But i

18、t is not necessary to say or hear the word in order to get its meaning. It is quite possible to look at the printed word and get the idea directly. This is what efficient readers do. The fault of subvocalization is often contributed to by teachers who equate all reading lessons with reading aloud. I

19、t is true that reading aloud is important, but unless the students are to be radio announcers, or follow some similar profession, most of the reading they will do in their lives will be silent reading. Many adults with good education can read novels and text-books and understand them well, yet if as

20、ked to read aloud would make a poor showing. Students should practise grasping quickly the ideas presented on a printed page, and not reading aloud without error. CURING SUBVOCALIZATION Remember that the real purpose of reading is to understand what the author is saying. It is quite possible to do t

21、his without pronouncing each word. In fact it is undesirable to pronounce each word because of the time it wastes. When students first become aware of the fact that they are subvocalizing, they often try to stop it by sheer will-power. They simply say to themselves “I will not subvocalize“. Often wh

22、en the student does this be will stop understanding, whereas before, when he was subvocalizing and saying each word inwardly to himself, be was at least taking in the story. Now when he tries by will-power to shut off all subvocalization be may not understand a thing. As one student expresses it, “t

23、he silence was killing me“. If this happens the student should concentrate on the other aspects of reading, namely speed and comprehension. If he must talk to himself while reading let him say, “What does this mean?“, “I dont believe this“, “This point is not related to the paragraph“, or “Ill bet t

24、his will be a question on the comprehension test“. In short, he should talk about the material but not repeat the words. He should be mentally engaging in a conversation with the author, but not merely parroting what the author says. Efficient reading requires an active mind, not the mere passivity

25、of saying the authors words. At the same time that the reader is urgently trying to understand what the author is saying, and testing out the authors ideas against his own background of knowledge, he should be trying to speed up the reading process. He should keep in the back of his mind that one of

26、 the purposes of this drill is to get him to read faster, and he should attempt in each exercise to read a little faster than he did in the preceding one. If he is actively and forcefully trying to comprehend the subject matter, and at the same time to increase his speed, he will have little time le

27、ft for subvocalization. So there is a positive cure for subvocalization. EYE MOVEMENT When the eyes are reading a line of print they make a series of short jerky movements along the line, stopping after every one or two words for a very brief pause. The eyes do not, as some people erroneously believ

28、e, make a smooth even movement along the line. Each time the eye stops it sees a certain span of material and this span is called the “span of recognition.“ The span of recognition for most readers is a little over one word. If the total number of words in a paragraph is divided by the total number

29、of eye- stops, the ratio will be about 1.25, so we can say that the average person sees about 1 1/4 words per eye-stop or “fixation“, as eye-stops are sometimes called. In actual reading practice this might mean that the student might make one fixation on a word of average size, two fixations on a v

30、ery long word, and at other times see two short words in one fixation. Since the length of a fixation is fairly constant for all human beings, being about one-fifth of a second, this raises the interesting problem of how one person can read twice as fast as another. If the fixation-time is constant,

31、 then the only other variable is the amount of material which a person sees during a fixation. This is borne out by research. When eye movements are photographed and recorded on a moving strip of film it can be shown that good readers do actually see two or three words in a fixation, while poor read

32、ers see one word or less per fixation. REGRESSION One more reading fault the students might see while observing another reading or become conscious of in their own reading is the making of “regressions“. A regression is a backward movement along a line of print. This means that the student is reread

33、ing a word or phrase. It is easily distinguished from the return sweep, which is usually much longer. Sometimes a regression will take the form of going back over a word or phrase several times before going on to the next part of the line. In a general way, regressions are a sign of poor; carling. A

34、ll readers make some regressions, but good readers make very few, and had readers make a large number. Sometimes a regression means that the reader has come across a new word or phrase which he does not quite understand and wishes to review. Making a regression for this purpose is justifiable. But p

35、oor readers have a habit of making regressions and tend to make many more than they need. The most common fault among poor readers is the habitual making of too many regressions. Possibly thisbad habit was started by the students reading material not being properly graded for him. Forcing him to rea

36、d too difficult material has engendered the habit of making regressions. To cure this habit the student should be given ample amounts of easy leading. 2 While marking the line might be helpful for beginning readers, it is certainly necessary for normal readers. （ A） Y （ B） N （ C） NG 3 Another common

37、 fault that is easily observed is head movement. （ A） Y （ B） N （ C） NG 4 Subvocalization is the most difficult of all types of vocalization. （ A） Y （ B） N （ C） NG 5 Teachers also make the same mistakes as students. （ A） Y （ B） N （ C） NG 6 Often students are quite _ that they are moving their heads w

38、hile reading. 7 The chief disadvantage of pronouncing words while you read them is that it tends to tie reading speed to speaking speed, and the silent reading of most normal readers is nearly _ as fast as their speaking. 8 The fault of subvocalization is often contributed to by _ who equate all rea

39、ding lessons with reading loud. 9 When students first become aware of the fact that they are subvocalizing, they often try to stop it by sheer _. 10 A regression is a _ movement along a line of print. 11 The most common fault among poor readers is tile habitual making of too many _. Section A Direct

40、ions: 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 once. After each question there will be a pause. During the pause

41、, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） Go to the concert. （ B） Go to work. （ C） See her friends as planned. （ D） Finish her homework. （ A） She doesn t feel that now is the right time. （ B） She wonders if they really need to do so. （ C） She s

42、writing her seminar presentation now. （ D） She s suggesting that they talk about it later. （ A） She s going to earn more money. （ B） She is writing a book on literature. （ C） She has met some interesting students. （ D） She is enjoying reading good books. （ A） It was badly performed. （ B） He liked it

43、 very much. （ C） The actors were enthusiastic. （ D） It was funny. （ A） The kilogram. （ B） The energy content. （ C） Heat energy of water. （ D） The calorie. （ A） Mr. Smith will be replaced if the makes another mistake. （ B） Mr. Smith is an admirable chief of the Asian Department. （ C） Mr. Smith s depa

44、rtment is more successful than all the others. （ D） Mr. Smith is seldom in his office （ A） At the movie theatre. （ B） At a cafeteria. （ C） At the Zoo. （ D） At the library. （ A） Winter is his favorite time for sports. （ B） Sports are quite important to him. （ C） He should be more enthusiastic. （ D） H

45、e plays better than he used to. （ A） The employer and employee. （ B） The interviewer and interviewee. （ C） The teacher and student. （ D） The police officer and driver. （ A） She didnt yield to children crossing the road. （ B） She parked illegally near the school. （ C） She exceeded the speed limit. （

46、D） She was drunk-driving. （ A） The woman gets a ticket. （ B） The man arrests the woman. （ C） The woman is taken to court. （ D） The woman ran away. （ A） She is a job interviewer. （ B） She is a university professor. （ C） She is a career adviser. （ D） She is a psychologist. （ A） Just keep calm and do y

47、our best. （ B） Face the interviewer, while answering questions. （ C） Never take your eyes off the interviewer. （ D） Sit straight on the edge of your chair. （ A） Pretend to be what the company wants. （ B） Tell the truth, exclude for what you dont want them to know. （ C） Tell the whole truth. （ D） Ans

48、wer it in a roundabout way. （ A） Apply for the kind of work you want to do. （ B） Apply to the firm that you would enjoy working for. （ C） Be confident that you will get the job you want. （ D） Answer and ask questions sensibly. Section B Directions: In this section, you will hear 3 short passages. At

49、 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） They usually leave their children alone. （ B） They allow for failure on the part of their children. （ C） They control their children to a minimum degree. （ D） They set very high standards for their children. （ A） He will praise him for the good marks and reward him. （ B） He will prais