1、大学英语六级模拟试卷 331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. A way from Net-bar Campaign. You should write at least 150 words following the outline given below: 1. 新闻媒 体披露，徐州某中学 1000多名学生签名，庄严承诺 “远离网吧 ” 2分析 “远离网吧 ”运动的
2、原因 3做出对比和评论 Away from Net-bar Campaign 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 agree
3、s 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 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 invo
4、lve using extra body movement in the reading process. 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 sl
5、ow 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. 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 un
6、derneath the line which they are reading. While marking 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 stu
7、dent 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 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
8、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 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 a
9、t 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 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 t
10、hat this head movement aids reading is pure nonsense. 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 i
11、t. VOCALIZATION Vocalization is another fault. Some poor 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 disadv
12、antage 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 twice as fast as their speaking. Usually this fault can be eliminated in older students by their own conscious effort, possibly with the ai
13、d of a few reminders from the teacher. Vocalization by 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 thro
14、at movements without lip movement. Stir other readers 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
15、 vocalization, these minor parts of “subvocalization“ 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. Th
16、e 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, 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 sub
17、vocalization is the nature of written language. English 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
18、 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 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 teacher
19、s who equate all reading lessons with reading aloud. It 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 nov
20、els and text-books and understand them well, yet if asked 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 w
21、hat the author is saying. It is quite possible to do this 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 simpl
22、y say to themselves “I will not subvocalize“. Often when 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 n
23、ot understand a thing. As one student expresses it, “the 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
24、 point is not related to the paragraph“, or “Ill bet this 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 re
25、ading requires an active mind, not the mere passivity 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 proce
26、ss. 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 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 t
27、ime to increase his speed, he will have little time left 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 pau
28、se. 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 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 o
29、f words in a paragraph is divided by the total number 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 fi
30、xation 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 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
31、 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 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
32、 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 while observing another reading or become conscious of in their own reading is the making of “regressions“. A regression is a backward movement along
33、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. 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 g
34、eneral way, regressions are a sign of poor; carling. All 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. Maki
35、ng 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 common fault among poor readers is the habitual making of too many regressions. Possibly thisbad habit was started by the students reading material
36、 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 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
37、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 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 s
38、tudents 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 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 subvocali
39、zation is often contributed to by _ who equate all reading 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 i
40、s tile 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 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
41、 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） At 8:00. （ B） At 10:00. （ C） At 12:00. （ D） At 2:00. （ A） At a hotel. （ B） At a hospital. （ C） In a bank. （ D） At a school. （ A） He relaxes. （ B） He
42、goes fishing. （ C） He goes to work. （ D） He works at home. （ A） Her back hurt during the meeting. （ B） She agreed that it was a good meeting. （ C） The proposal should be sent back. （ D） His support would have helped this morning. （ A） On a bus. （ B） On a train. （ C） Over a phone. （ D） In an elevator
43、. （ A） 10. （ B） 11. （ C） 12. （ D） 13. （ A） Once a few weeks. （ B） Every month. （ C） Seldom. （ D） Every summer. （ A） $4.25. （ B） $4.75. （ C） $17.00. （ D） $8.50. （ A） He has got a part-time job. （ B） He is still on the waiting list. （ C） He has not yet started to look for a job. （ D） He is planning to
44、 look for a job. （ A） Because they expect too much from part-time jobs. （ B） Because they are too optimistic about job markets. （ C） Because they are lacking in experience. （ D） Because the unemployment figures are up again. （ A） Look at the jobs in the classifieds in the local paper. （ B） Search on
45、 the Internet and send out his resume by e-mail. （ C） Print out his resume and send it to the relevant companies. （ D） Both A and C （ A） Earthquake. （ B） Turbidity currents. （ C） Erosion and the deposit of sediment on the deep sea floor. （ D） Waves or currents that deep in the ocean. （ A） It has dif
46、ferent color. （ B） It has air inside. （ C） Sediment gets stirred up and mixes with water. （ D） Its not mentioned in the conversation. （ A） It throws up tremendous amounts of mud or Sand. （ B） It happens unexpectedly. （ C） The earthquake breaks houses and roads. （ D） The earthquake can change the des
47、ert. （ A） Its a comparison, he wants to describe how earthquakes cause turbidity currents. （ B） He wants to describe desert winds. （ C） He means desert winds can cause turbidity currents. （ D） He just talks about another topic. Section B Directions: In this section, you will hear 3 short passages. A
48、t 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） Congressional secretary. （ B） Congressman. （ C） Senator. （ D） Vice preside
49、nt. （ A） Childhood in his native home, Texas. （ B） Working as congressional secretary in Washington. （ C） Vacationing at his ranch in Texas. （ D） Presidency in the White House. （ A） He laughed with the dog in his arms. （ B） He picked up the dog by the tips of its ears. （ C） He sat in a chair with the dog dangling beside him. （ D） He made people laugh by kissing the dogs ears. （ A） They help to cure anxiety. （ B） They help patients to gain insight into the cause of anxiety. （ C） They help to control anxiety.
