[外语类试卷]大学英语六级模拟试卷789及答案与解析.doc

1、大学英语六级模拟试卷 789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 Conservation in collage Campuses. You should write at least 150 words following the outline given below: 1. 现在大学校园普遍存在浪费现象 2为什么要提倡节约 3你的看法 Conservation in colla

2、ge Campuses 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 the information give

3、n 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 Promote learning and skills for young people and adults Education is about giving people the opportunity to develop their potential, th

4、eir personality and their strengths. This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills including the inner capacities and the practical skills we need. Many of the inner capacities often known as psycho-social skill

5、s cannot be taught as subjects. They are not the same as academic or technical learning. They must rather be modeled and promoted as part of learning, and in particular by teachers. These skills have to do with the way we behave towards other people, towards ourselves, towards the challenges and pro

6、blems of life. They include skills in communicating, in making decisions and solving problems, in negotiating and asserting ourselves, in thinking critically and understanding our feelings. More practical life skills are the kinds of manual skills we need for the physical tasks we face. Some would i

7、nclude vocational (职业的 ) skills under the heading of life skills the ability to lay bricks, sew clothes, catch fish or mend a motorbike. These are skills by which people may earn their livelihood and which are often available to young people leaving school. In fact, very often young people learn psy

8、cho-social skills as they learn more practical skills. Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills. We need to increase our life skills at every stage of life, so learning them may be part of early childhood education, of primary and secondary e

9、ducation and of adult learning groups. Importance in learning Life skills can be put into the categories that the Jacques Delors report suggested. This report spoke of four pillars of education, which correspond to certain kinds of life skills. Learning to know: Thinking abilities, such as problem-s

10、olving, critical thinking, decision-making, understanding consequences. Learning to be: Personal abilities, such as managing stress and feelings, self-awareness, self-confidence. Learning to live together: Social abilities, such as communication, negotiation, teamwork. Learning to do: Manual skills,

11、 such as practicing what are required for work and tasks. In todays world, all these skills are necessary in order to face rapid change in society. This means that it is important to know how to go on learning as we require new skills for life and work. In addition, we need to know how to cope with

12、the flood of information and turn it into useful knowledge. We also need to learn how to handle change in society and in our own lives. Nature of life skills Life skills are both concrete and abstract. Practical skills can be learned directly as a subject for example, a learner can take a course in

13、laying bricks and learn that skill. Other life skills, such as self-confidence, self-esteem, and skills for relating to others or thinking critically cannot be taught in such direct ways. They should be part of any learning process, where teachers or facilitators are concerned that learners should n

14、ot just learn about subjects, but learn how to cope with life and make the most of their potential. So these life skills may be learnt when learning other things. For example: Learning literacy may have a big impact on self-esteem, on critical thinking or on communication skills; Learning practical

15、skills such as driving, healthcare or tailoring may increase self-confidence, teach problem-solving processes or help in understanding consequences. Whether this is true depends on the mode of teaching what kinds of thinking, relationship-building and communication the teacher or facilitator exhibit

16、s and promotes among the learners. Progress towards this goal This goal would require measuring the individual and collective progress in making the most of learning and of life, or assessing how far human potential is being realized, or estimating how well people cope with change. It is easier to m

17、easure the development of practical skills, for instance by counting the number of students who register for vocational skills courses. However, this still may not tell us how effectively these skills are being used. The psycho-social skills cannot easily be measured by tests and scores, but become

18、visible in changed behavior. Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils. The teachers experience of life, of teaching and of what can be expected from education in the broadest sense serve as a grid through which the growth and de

19、velopment of individuals can be assessed to some extent. This kind of assessment is individual and may never appear in international tables and charts. Current challenges The current challenges relate to these difficulties: We need to recognize the importance of life skills both practical and psycho

20、-social as part of education which leads to the full development of human potential and to the development of society. The links between psycho-social skills and practical skills must be more clearly spelled out, so that educators can promote both together and find effective ways to do this. Since l

21、ife skills are taught as part of a wide range of subjects, teachers need to have training in how to put them across and how to monitor learners growth in these areas. Policy options what governments should do Recognize and actively advocate for the transformational role of education in realizing hum

22、an potential and in socio-economic development; Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge, skills and attitudes; Show how life skills of all kinds apply in the world of work, for example, negotiating and com

23、munication skills, as well as practical skills; Through initial and in-service teacher training, increase the use of active and participatory learning/teaching approaches; Examine and adapt the processes and content of education so that there is a balance between academic input and life skills devel

24、opment; Make sure that education inspectors look not only for academic progress through teaching and learning, but also progress in the communication, modeling and application of life skills; Advocate for the links between primary and (early) secondary education in recognition that the prospect of e

25、ffective secondary education is an incentive to children, and their parents, to complete primary education successfully. Policy options what funding agencies should do Support research, exchange and debate, nationally and regionally, on ways of strengthening life skills education; Support innovative

26、 (创新的 ) teacher training initiatives in order to embed life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about; Recognize the links between primary and secondary education in ensuring that children develop strong life skills; Support

27、, therefore, the early years of secondary education as part of basic education. 2 What is said about inner capacities in the passage? （ A） They can be taught as subjects in schools. （ B） They are the same as technical learning. （ C） They have nothing to do with how we behave towards things around us

28、. （ D） They must be modeled and promoted as part of learning. 3 When learning vocational skills, young people may acquire_. （ A） practical and psycho-social skills （ B） skills in negotiating and expressing themselves （ C） skills in making decisions （ D） communication skills 4 Which of the following

29、ability is not included in personal abilities? （ A） Self-awareness. （ B） Managing stress and feelings. （ C） Negotiation. （ D） Self-confidence. 5 In order to face rapid change in society, we need to know how to_. （ A） produce the flood of information （ B） keep on learning the skills required for life

30、 and work （ C） grasp manual skills as many as possible （ D） communicate with others via e-mails 6 What kind of life skill can be learned in a direct way? （ A） Self-esteem. （ B） Self-confidence. （ C） Laying bricks. （ D） Thinking critically. 7 Whether life skills may be learnt while learning other thi

31、ngs depends on the way of （ A） learning （ B） teaching （ C） communicating （ D） thinking 8 Childrens progress in psycho-social skills has often been indicated by_. （ A） tests and scores （ B） teachers ability in teaching （ C） teachers experience of life （ D） teachers reports to their parents 9 Life ski

32、lls should be regarded as part of education because they make contribution to the development of both_. 10 By way of initial and in-service teacher training, governments should increase the use of 11 To promote life skills education, funding agencies should support the early years of secondary educa

33、tion as_. 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 once. After each question there will be

34、 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） They have bought the brown carpet. （ B） He doesnt like the red carpet. （ C） They have brown furniture. （ D） A red carpet matches the brown furniture. （ A） He likes the current t

35、emperature. （ B） He wishes the weather would get hotter. （ C） He cooked every bit of the food. （ D） He knows he will like the food. （ A） He is often asked to go and see movies. （ B） He would like to go and see the new movie. （ C） He went to see the movie last month. （ D） He obviously doesnt want to

36、see the movie. （ A） He is counting the days of the holiday. （ B） He is not planning to go home. （ C） He is eager to go back home. （ D） He is going over his lessons. （ A） Some people pretend to know what they really dont. （ B） What the woman said is true. （ C） What the woman said is wrong. （ D） He kn

37、ows more than the woman does. （ A） Introduce the man to Jane soon. （ B） Let the man have the book after Jane. （ C） Ask Jane what she thought of the book. （ D） Finish writing to Jane as soon as possible. （ A） Call a taxi for the woman. （ B） Ride a horse with the woman. （ C） Take the woman to the bus

38、station. （ D） Drive the woman to the train station. （ A） He is going to join in the game. （ B） He is going to Washington and Los Angeles. （ C） He wants to watch the football game. （ D） He doesnt care if he misses the game. （ A） They are supposed to write an essay of 1,000 words. （ B） They are asked

39、to do the presentation separately. （ C） Each of them needs to write a report. （ D） They are going to do the investigation separately. （ A） University library. （ B） Transport facilities. （ C） University dormitories. （ D） Sports center. （ A） Ask people to complete questionnaires. （ B） Take photos for

40、the report. （ C） Have interviews with cyclists. （ D） Have interviews with car drivers. （ A） $ 4800. （ B） $ 6000. （ C） $ 4000. （ D） $ 2000. （ A） Online game service. （ B） A nice bar service. （ C） Good laundry service. （ D） Golf course service. （ A） At Business Center. （ B） At Convention Center. （ C）

41、In Grand Room. （ D） In a nice restaurant. （ A） To discuss conference. （ B） To make a hotel reservation. （ C） To talk about different kinds of rooms. （ D） To talk about doing business. Section B Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear som

42、e 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） England didnt have private universities as America did. （ B） American higher education was better in quality. （ C） Eng

43、land had more famous colleges than America. （ D） America had a lot more universities than England. （ A） Future growth of college students in America is likely to be quicker. （ B） There are less than 2,000 universities or colleges in America now. （ C） America is far ahead of Europe for a very long ti

44、me in higher education. （ D） By the 1970s the total number of college students had reached 20 million. （ A） Parents support and loan for the students. . （ B） The declining opportunities for the qualified people. （ C） The growing need for highly qualified people. （ D） The growth in the total numbers

45、of old people. Passage Two （ A） First-born children. （ B） The youngest children. （ C） The neglected children. （ D） Later born children. （ A） They tend to be more introverted. （ B） They are more likely to pursue perfection. （ C） They are more open to new experiences. （ D） They are more dependent on p

46、arents. （ A） Because they receive full attention from parents for some time. （ B） Because they are born to be more competitive. （ C） Because they are required to be role models. （ D） Because they gain experience from their siblings. （ A） Call on people to protect sharks. （ B） Point out the living en

47、vironment of sharks. （ C） Explain why the sharks are dangerous. （ D） An introduction to sharks. （ A） By good sense of water waves made by quarries. （ B） By good sense of smell and electrical magnetic power. （ C） By good sense of light. （ D） By good sense of blood. （ A） Bone structure. （ B） Smell abi

48、lity. （ C） Birth mode. （ D） Recover ability against disease. （ A） Their tasty meat. （ B） The principle of their defense system against disease. （ C） Their solid skin. （ D） The principle of their birth modes. Section C Directions: In this section, you will hear a passage three times. When the passage

49、 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. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the 36 In America and many other countries, one special kind of box contains the future. Its called a