1、大学英语六级模拟试卷 293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 applying for the following advertised job. Your letter should be based on the information given in the advertisement and you should write at least 150 words following the out
2、line given below: 1.说明应聘的职位和信息的来源。 2.介绍自己时专业隋况和相关的兼职工作经验。 3.提出希望有机会面试。(你叫李华，住在上海明月路 250号，邮编 200312。今天是 2006年 12月 1号，你想应聘 份兼职工作。求职信写给：上海中山西路 526号 家叫 “阳光有限公司 ”的人力资源部经理 Brown先生，邮编 200013。 ) 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15
3、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 information given in the passage; NG (for NOT GIVEN) if the inf
4、ormation 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. In efficient reading, the muscles of the eye should make the only external movement. Of course the
5、re 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 seen when students are trying to concentrate is pointing to the words with a finger, pencil or ruler
6、. Young children and very poor readers often point with a finger at each word in turn. Slightly more mature readers sometimes hold a pencil or ruler underneath the line which they are reading. While marking the line might be helpful for beginning readers, it is certainly unnecessary for normal reade
7、rs. 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 important thing to concentrate on while reading is the idea that the author is trying to communic
8、ate, 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 or rulers. Another common fault that is easily observed is head movement. This most often occur
9、s 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 the line his head turns slightly. When he makes the return sweep to begin a new line his head quic
10、kly 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. Eye muscles are quite capable of shifting the eyes from word to word, and the) need no help from
11、 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 poor readers think it necessary to pronounce aloud each word as it is read. Usually this pronuncia
12、tion 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 that it tends to tie reading speed to speaking speed, and the silent reading of most normal readers
13、 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 beginning readers is a common fault; after a reader reaches some maturity it becomes very undes
14、irable. 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. Still other readers will have activity going on in their vocal cords, which can be detected by the student if he pl
15、aces 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“ - lip movement, tongue or throat movement and vocal cord movement - can be stopped by conscious
16、 effort of the student. SUBVOCALIZATION Subvocalization is the most difficult of all types of vocalization. In suhvocalization there is no body movement. The lips, tongue or vocal cords do not move. But an inner type of speech persists: within the students mind he is saying each word to himself, cle
17、arly pronouncing each word and then listening to himself, as it were. This fault is difficult, but not impossible, to cure. Probably the main reason for subvocalization is the nature of written language. English is written in an alphabet: a set of symbols which stand for speech-sounds. The speech-so
18、unds 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 it is not necessary to say Or hear the word in order to get its meaning. It is quite possib
19、le 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 fill reading lessons with reading aloud. It is true that reading aloud is important, but unless the Students are to be radio announ
20、cers, 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 asked to read aloud would make a poor showing. Students should practise gasping quickly the
21、 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 this without pronouncing each word. In fact it is undesirable to pronounce each word becaus
22、e 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 when the student does this he will stop understanding, whereas before, when he was subvocali
23、zing and saying each word inwardly to himself, he was at east taking in the story. Now when he tries by will-power to shut off all subvocalization he may not understand a thing. As one student expresses it, “the silence was killing me“. If this happens the student should concentrate on the other asp
24、ects 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 “I bet this will be a question on the comprehension test“. In short, he should talk about the materi
25、al 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 of saying the authors words. At the same time that the reader is urgently trying to understa
26、nd 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 the purposes of this drill is to get him to read faster, and he should attempt in each exer
27、cise 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 left for subvocalization. So there is a positive cure for subvocalization. EYE MOVEMENT When t
28、he 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 believe, make a smooth even movement along the line. Each time the eye stops it sees a certain spa
29、n 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 of eyestops, the ratio will be about 1.25, so we can say that the average person sees about
30、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 very long word, and at other times see two short words in one fixation. Since the length of a fixatio
31、n 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, then the only other variable is the amount of material which a person sees during a fixation. This
32、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 readers see one word or less per fixation. REGRESSION One more reading fault the students might see whil
33、e 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 rereading a word or phrase. It is easily distinguished from the return sweep, which is usually much longer
34、. 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 reading. All readers make some regressions, but good readers make very few, and bad readers make a large number
35、. 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 poor readers have a habit of making regressions and tend to make many more than they need. The most co
36、mmon fault among poor readers is the habitual making of too many regressions. Possibly this bad habit was started by the students reading material not being properly graded for him. Forcing him to read too difficult material has engendered the habit of making regressions. To cure this habit the stud
37、ent should be given ample amounts of easy reading. 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 fault that is easily observed is head movement. （ A） Y （ B） N （ C） NG 4 Subvoealization is the mos
38、t 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 while reading. 7 The chief disadvantage of pronouncing words while you read them is that it tends to
39、 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 attributed to by _ who equate all reading lessons with reading loud. 9 When students first become aware of the fact that they are subvoca
40、lizing, 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 the habitual making of too many _. Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of ea
41、ch 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, you must read the four choices marked A, B, C and D, and decide which is the best answer. （ A） Gree
42、ting the woman. （ B） Trying to get someone on the phone. （ C） Asking for a favor. （ D） Requesting service. （ A） Parent and child. （ B） Boss and employee. （ C） Classmates. （ D） Teacher and student. （ A） Political science. （ B） Economics. （ C） Getting an A. （ D） Political science and economics. （ A） 6
43、 weeks. （ B） S weeks. （ C） 4 weeks. （ D） 3 weeks. （ A） Four contestants failed to win prizes. （ B） The man ate during the show. （ C） The woman missed the show. （ D） Five contestants won cars. （ A） A boat dock. （ B） A weather station. （ C） An airport. （ D） A bank. （ A） Families with cars. （ B） Americ
44、ans heavy dependence on cars. （ C） Roads and highways. （ D） Traffic problems in America. （ A） The man thinks the woman is wasting her time. （ B） The man thinks the woman should make full use of her time. （ C） The man is eager to know the womans answer. （ D） The man can wait and there is no need for
45、her to hurry. （ A） They didnt have a credit card. （ B） They couldnt want anymore. （ C） They had spent the night in the line. （ D） They felt ill. （ A） She is going to fight against the problem. （ B） She feels the school is justified. （ C） She is proud to be a student. （ D） She is resigned to whats ha
46、ppening. （ A） Registering for classes. （ B） The complexity of the registration procedure. （ C） A musical performance. （ D） The opportunity to speak with his fellow students. （ A） One may not be treated in case of an unexpected medical emergency. （ B） One may get into financial trouble because of an
47、unexpected medical emergency. （ C） One may pay more for his schooling. （ D） One may get some financial support form some companies. （ A） The international insurance in her home country. （ B） The student health insurance. （ C） Both of the international insurance and the student health insurance. （ D）
48、 She will decide on no health insurance. （ A） One should understand the limitations and restrictions with the policy of the insurance. （ B） One neednt understand the terms of the contract at all. （ C） One should memorize all the terms of the contract. （ D） One should pay some money. （ A） Lots of stu
49、dents dont take health insurance seriously. （ B） Many students think about health insurance right before they go abroad. （ C） The woman shouldnt consider health insurance until she gets ill in hospital. （ D） The woman doesnt have enough money for intuition. 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 answe
