1、大学英语六级模拟试卷 535及答案与解析 一、 Part I Writing (30 minutes) 1 For this part, you are allowed 30 minutes to write a short essay entitled Moral Cultivation in Higher Education. You should write at least 150 words according to the outline given below. 1各大学正加强大学 生的道德教育 2道德教育的意义 3我的看法 Moral Cultivation in Higher
2、 Education 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 given
3、 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, the
4、ir 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 skills
5、 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 prob
6、lems 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 in
7、clude 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 psyc
8、ho-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 ed
9、ucation 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-so
10、lving, 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 t
12、he 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 l
13、aying 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 no
14、t 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 s
15、kills 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 exhibits
16、 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 me
17、asure 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 v
18、isible 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 dev
19、elopment 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 li
21、fe 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 huma
22、n 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 comm
23、unication 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 develo
24、pment; 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 ef
25、fective 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 a
29、bility 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 thin
31、gs 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 skil
32、ls 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 educat
33、ion 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） Call a repairperson soon. （ B） Ask the man to fix her refrigerator. （ C） Find a book on how to make repairs. （ D） Wait to see if the problem disappears. （ A） She disliked what th
35、e man said. （ B） She agreed with the mans view. （ C） She didnt hear what the man said. （ D） She didnt agree with the mans opinion. （ A） He definitely doesnt know the date. （ B） He is the only person who knows the date. （ C） He forgot the time when he handed in his assignments. （ D） The last assignme
36、nt he handed in was not good. （ A） He cooks for the club members quite often. （ B） He wasnt careful when he was preparing food. （ C） He often fills the kitchen with tomatoes and chocolate. （ D） He doesnt like to prepare food for the club members. （ A） Call a taxi for the woman. （ B） Ride a horse wit
37、h the woman. （ C） Go to the bus station himself. （ D） Drive the woman to the train station. （ A） She wants the man to stay home all his life. （ B） She doesnt want to keep the man at home. （ C） She suggests that the man stay at home. （ D） She thinks that the man must lead his own life. （ A） The hotdo
38、g stand has nothing to do with the accident. （ B） Move the school farther away. （ C） Students should not buy hotdogs any more. （ D） Move the hotdog stand farther away. （ A） He didnt clean his room. （ B） He studied for the test too late. （ C） He couldnt find anything in his room. （ D） He didnt clean
39、the kitchen. （ A） She has lost some of her important stuff. （ B） There is something wrong with her eyes. （ C） She doesnt know where to get the information she need. （ D） She doesnt know how to use steel to build construction. （ A） One has to line up to borrow books. （ B） All books are difficult to u
40、nderstand. （ C） One can only read books in the library. （ D） It takes time to collect the useful information. （ A） To give her shoes to Steve. （ B） To consult her tutor what to do. （ C） To find the information in the library. （ D） To borrow the books from her teacher. （ A） Yesterday morning. （ B） Ye
41、sterday noon. （ C） Yesterday afternoon. （ D） Yesterday evening. （ A） He doesnt have good qualifications. （ B） His resume hasnt outlined his past in a proper way. （ C） He is not nervous when taking an interview. （ D） He always thinks that the interviewer is like an enemy. （ A） He should outline his p
42、ast better. （ B） He should send his resume directly to the manager. （ C） He should create a new area in his resume called “value offered“. （ D） He neednt write different resumes to different employers. （ A） A shipping company. （ B） A consulting company. （ C） An accounting company. （ D） A headhunting
43、 company. 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
44、D. （ A） They have too many shows. （ B） They dont have enough teachers. （ C） They do not have enough regular schools. （ D） They have to work several hours everyday. （ A） Making sure that they get enough rest and play. （ B） Making sure that they get enough food and drinks. （ C） Making sure that they l
45、earn the required subjects. （ D） Making sure that they work within permitted hours. （ A） TV children are famous stars. （ B） TV children have classes everywhere. （ C） TV children get education all the year round. （ D） TV children are interested in visiting different places. （ A） Lack of water. （ B） T
46、he pollution. （ C） Dams and other water projects. （ D） The enforcement of laws regarding wildlife. （ A） A license to hunt and fish. （ B） Sufficient land to preserve wildlife. （ C） Public disclosure of the disadvantages of dams. （ D） A study of potential damage by proposed dams. （ A） By enforcing exi
47、sting regulations. （ B） By providing new wildlife refuges. （ C） By building dams for flood control. （ D） By controlling dangerous wildlife species. （ A） To grow beautiful flowers. （ B） To take part in the competition. （ C） To grow all kinds of flowers in the world. （ D） To grow a rose of new color a
48、nd win prize. （ A） They were naughty. （ B） They hated Mr. Flowers. （ C） Mr. Flowers didnt let them watch flowers. （ D） They just wanted to play a joke on Mr. Flowers. （ A） He was too old to see who did it. （ B） He was too kind to beat the boys. （ C） The boys ran too fast for him to catch. （ D） It wa
49、s impossible for him to be on guard all the time. （ A） They wanted to do what they were told not to. （ B） The notice was closer to the path. （ C） They hated to see the notice. （ D） The notice was in the way. Passage Three Section C Directions: In this section, you will hear a passage three times. When the passage 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
