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大学英语四六级考试改革样卷试题

Part I Writing (30 minutes)

Directions: For this part, you are allowed 30 minutes to write an essay. You should start your essay with a brief description of the picture and then express your views on the importance of learning basic skills. You should write at least 120 words but no more than 180 words. Write your essay on Answer Sheet 1.

注意：此部分试题请在答题卡1上作答。

Part II Listening Comprehension (30 minutes)

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 a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter onAnswer Sheet 1 with a single line through the centre.

注意：此部分试题请在答题卡1上作答。

1. A) The man has left a good impression on her family.

B) The man’s jeans and T-shirts are stylish.

C) The man should buy himself a new suit.

D) The man can dress casually for the occasion.

2. A) Its price. C) Its location.

B) Its comfort. D) Its facilities.

3. A) It is a routine offer. C) It is new on the menu.

B) It is quite healthy. D) It is a good bargain.

4. A) Read the notice on the window. C) Go and ask the staff.

B) Board the bus to Cleveland. D) Get a new bus schedule.

5. A) He is ashamed of his present condition.

B) He is careless about his appearance.

C) He changes jobs frequently.

D) He shaves every other day.

6. A) The woman had been fined many times before.

B) The woman knows how to deal with the police.

C) The woman had violated traffic regulations.

D) The woman is good at finding excuses.

7. A) She got hurt in an accident yesterday.

B) She has to go to see a doctor.

C) She is black and blue all over.

D) She stayed away from work for a few days.

8. A) She will ask David to talk less.

B) She will meet the man halfway.

C) She is sorry the man will not come.

D) She has to invite David to the party.

Questions 9 to 11 are based on the conversation you have just heard.

9. A) Beautiful scenery in the countryside.

B) A sport he participates in.

C) Dangers of cross-country skiing.

D) Pain and pleasure in sports.

10. A) He can’t find good examples to illustrate his point.

B) He can’t find a peaceful place to do the assignment.

C) He can’t decide whether to include the effort part of skiing.

D) He doesn’t know how to describe the beautiful country scenery.

11. A) New ideas come up as you write.

B) Much time is spent on collecting data.

C) A lot of effort is made in vain.

D) The writer’s point of view often changes.

Questions 12 to 15 are based on the conversation you have just heard.

12. A) Having her bicycle repaired. C) Lecturing on business management.

B) Hosting an evening TV program. D) Conducting a market survey.

13. A) He repaired bicycles. C) He worked as a salesman.

B) He coached in a racing club. D) He served as a consultant.

14. A) He wanted to be his own boss.

B) He di dn’t want to be in too much debt.

C) He didn’t want to start from scratch.

D) He found it more profitable.

15. A) They are all the man’s friends. C) They are paid by the hour.

B) They work five days a week. D) They all enjoy gambling.

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 D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.

注意：此部分试题请在答题卡1上作答。

Passage One

Questions 16 to 18 are based on the passage you have just heard.

16. A) They shared mutual friends in school.

B) They had many interests in common.

C) They shared many extracurricular activities.

D) They had known each other since childhood.

17. A) At a local club. C) At the boarding school.

B) At Joe’s house. D) At the sports center.

18. A) Durable friendships can be very difficult to maintain.

B) One has to be respectful of other people in order to win respect.

C) Social divisions will break down if people get to know each other.

D) It is hard for people from different backgrounds to become friends.

Passage Two

Questions 19 to 21 are based on the passage you have just heard.

19. A) The art of Japanese brush painting. C) Characteristics of Japanese artists.

B) Some features of Japanese culture. D) The uniqueness of Japanese art.

20. A) To calm themselves down. C) To show their impatience.

B) To enhance concentration. D) To signal lack of interest.

21. A) How speakers can misunderstand the audience.

B) How speakers can win approval from the audience.

C) How listeners in different cultures show respect.

D) How different Western and Eastern art forms are.

Passage Three

Questions 22 to 25 are based on the passage you have just heard.

22. A) They mistake the firefighters for monsters.

B) They do not realize the danger they are in.

C) They cannot hear the firefighters for the noise.

D) They cannot see the firefighters because of the smoke.

23. A) He teaches Spanish in a San Francisco community.

B) He often teaches children what to do during a fire.

C) He travels all over America to help put out fires.

D) He provides oxygen masks to children free of charge.

24. A) He is very good at public speaking.

B) He rescued a student from a big fire.

C) He gives informative talks to young children.

D) He saved the life of his brother choking on food.

25. A) Kids should learn not to be afraid of monsters.

B) Informative speeches can save lives.

C) Carelessness can result in tragedies.

D) Firefighters play an important role in America.

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 with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.

注意：此部分试题请在答题卡1上作答。

Almost every child, on the first day he sets foot in a school building, is smarter,

more 26 , less afraid of what he doesn’t know, better at finding and 27 ,

more confident, resourceful (机敏的), persistent and 28 than he will ever be

again in his schooling – or, unless he is very unusual and very lucky, for the rest of his life. Already, by paying close attention to and 29 the world and people around

him, and without any school-type formal instruction, he has done a task far more difficult, complicated and 30 than anything he will be asked to do in school, or than any of his teachers has done for years. He has solved the 31 of language. He has discovered it –babies don’t even know that language exists – and he has found out how it works and learned to use it 32 . He has done it by exploring, by experimenting, by developing his own model of the grammar of language, by 33 and seeing whether it works, by gradually changing it and 34 it until it does work. And while he has been doing this, he has been learning other things as well, including many of the “ 35 ” that the schools think only they can teach him, and many that are more complicated than the ones

they do try to teach him.

Part III Reading Comprehension (40 minutes)

Section A

Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

Questions 36 to 45 are based on the following passage.

One in six. Believe it or not, that’s the number of Americans who struggle with hunger. To make tomorrow a little better, Feeding America, the nation’s largest

36 hunger-relief organization, has chosen September as Hunger Action Month. As part of its 30 Ways in 30 Days program, it’s asking 37 across the country to help the more than 200 food banks and 61,000 agencies in its network provide low-income individuals and families with the fuel they need to 38 .

It’s the kind of work that’s done every day at St. Andrew’s Episcopal Church in San Antonio. People who 39 at its front door on the first and third Thursdays of each month aren’t looking for God –they’re there for something to eat. St. Andrew’s runs a food pantry (食品室) that 40 the city and several of the 41 towns. Janet Drane is its manager.

In the wake of the 42 , the number of families in need of food assistance began to grow. It is 43 that 49 million Americans are unsure of where they will find their next meal. What’s most surpr ising is that 36% of them live in 44 where at least one adult is working. “It used to be that one job was all you needed,” says St. Andrew’s Drane. “The people we see now have three or four part-time jobs and they’re still right on the edge 45 .”

注意：此部分试题请在答题卡2上作答。

A) accumulate I) households

B) circling J) recession

C) communities K) reported

D) competition L) reviewed

E) domestic M) serves

F) financially N) surrounding

G) formally O) survive

H) gather

Section B

Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.

Universities Branch Out

As never before in their long history, universities have become instruments of national competition as well as instruments of peace. They are the place of the scientific discoveries that move economies forward, and the primary means of educating the talent required to obtain and

maintain competitive advantage. But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability.

In response to the same forces that have driven the world economy, universities have become more self-consciously global: seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的) research programs to advance science for the benefit of all humanity.

Of the forces shaping higher education none is more sweeping than the movement across borders. Over the past three decades the number of students leaving home each year to study abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another, but the flow from developing to developed countries is growing rapidly. The reverse flow, from developed to developing countries, is on the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the United States and 38 percent of those in the United Kingdom. And the number crossing borders for undergraduate stud y is growing as well, to 8 percent of the undergraduates at America’s best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20 percent of the newly hired professors in science and engineering are foreign-born, and in China many newly hired faculty

members at the top research universities received their graduate education abroad.

Universities are also encouraging students to spend some of their undergraduate years in another country. In Europe, more than 140,000 students participate in the Erasmus program each year, taking courses for credit in one of 2,200 participating institutions across the continent. And in the United States, institutions are helping place students in summer internships (实习) abroad to prepare them for global careers. Yale and Harvard have led the way, offering every undergraduate at least one international study or internship opportunity—and providing the financial resources to make it possible.

Globalization is also reshaping the way research is done. One new trend involves sourcing portions of a research program to another country. Yale professor and Howard Hughes Medical Institute investigator Tian Xu directs a research center focused on the genetics of human disease at Shanghai’s Fudan Universit y, in collaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduate students working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate students visit regularly and attend videoconference seminars with scientists from both campuses. The arrangement benefits both countries; Xu’s Yale lab is more productive, thanks to the lower costs of conducting research in China, and Chinese graduate students, postdoctors and faculty get on-the-job training from a world-class scientist and his U.S. team.

As a result of its strength in science, the United States has consistently led the world in the commercialization of major new technologies, from the mainframe computer and the integrated

circuit of the 1960s to the Internet infrastructure (基础设施) and applications software of the 1990s. The link between university-based science and industrial application is often indirect but sometimes highly visible: Silicon Valley was intentionally created by Stanford University, and Route 128 outside Boston has long housed companies spun off from MIT and Harvard. Around the world, governments have encouraged copying of this model, perhaps most successfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnology companies have set up shop around the university.

For all its success, the United States remains deeply hesitant about sustaining the research-university model. Most politicians recognize the link between investment in science and national economic strength, but support for research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more slowly than inflation since then. Support for the physical sciences and engineering barely kept pace with inflation during that same period. The attempt to make up lost ground is welcome, but the nation would be better served by steady, predictable increases in science funding at the rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year.

American politicians have great difficulty recognizing that admitting more foreign students can greatly promote the national interest by increasing international

understanding. Adjusted for inflation, public funding for international exchanges and foreign-language study is well below the levels of 40 years ago. In the wake of September 11, changes in the visa process caused a dramatic decline in the number of foreign students seeking admission to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United States is still seen by many as unwelcoming to international students.

Most Americans recognize that universities contribute to the nation’s well-being through their scientific research, but many fear that foreign students threaten American competitiveness by taking their knowledge and skills back home. They fail to grasp that welcoming foreign students to the United States has two important positive effects: first, the very best of them stay in the States and—like immigrants throughout history—strengthen the nation; and second, foreign students who study in the United States become ambassadors for many of its most cherished (珍视) values when they return home. Or at least they understand them better. In America as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability as welcoming international university students.

注意：此部分试题请在答题卡2上作答。

46.

American universities prepare their undergraduates for global careers by giving them chances for international study or internship.

47.

Since the mid-1970s, the enrollment of overseas students has increased at an annual rate of 3.9 percent.

48.

The enrollment of international students will have a positive impact on America rather than threaten its competitiveness.

49.

The way research is carried out in universities has changed as a result of globalization.

50.

Of the newly hired professors in science and engineering in the United States, twenty percent come from foreign countries.

51.

The number of foreign students applying to U.S. universities decreased sharply after September 11 due to changes in the visa process.

52.

The U.S. federal funding for research has been unsteady for years.

53.

Around the world, governments encourage the model of linking university-based science and industrial application.

54.

Present-day universities have become a powerful force for global integration.

55.

When foreign students leave America, they will bring American values back to their home countries.

Section C

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

Passage One

Questions 56 to 60 are based on the following passage.

Global warming is causing more than 300,000 deaths and about $125 billion in economic losses each year, according to a report by the Global Humanitarian Forum, an organization led by Kofi Annan, the former United Nations secretary general.

The report, to be released Friday, analyzed data and existing studies of health, disaster, population and economic trends. It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition (营养不良) and heat-related health problems.

But even before its release, the report drew criticism from some experts on climate and risk, who questioned its methods and conclusions.

Along with the deaths, the report said that the lives of 325 million people, primarily in poor countries, were being seriously affected by climate change. It projected that the number would double by 2030.

Roger Pielke Jr., a political scientist at the University of Colorado, Boulder, who studies disaster trends, said the Forum’s report was “a methodological embarrassment” because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable (易受伤害的) regions. Dr. Pielke said that “climate change is an important problem

requiring our utmost attention.” But the report, he said, “will harm the cause for action on both climate change and disasters because it is so deeply flawed (有瑕疵的).”

However, Soren Andreasen, a social scientist at Dalberg Global Development Partners who supervised the writing of the report, defended it, saying that it was clear that the numbers were rough estimates. He said the report was aimed at world leaders, who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report, Mr. Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases. More than 90% of the human and economic losses from climate change are occurring in poor countries, according to the report.

注意：此部分试题请在答题卡2上作答。

56. What is the finding of the Global Humanitarian Forum?

A) Rates of death from illnesses have risen due to global warming.

B) Global temperatures affect the rate of economic development.

C) Malnutrition has caused serious health problems in poor countries.

D) Economic trends have to do with population and natural disasters.

57. What do we learn about the Forum’s report from the passage?

A) It caused a big stir in developing countries.

B) It was warmly received by environmentalists.

C) It aroused a lot of interest in the scientific circles.

D) It was challenged by some climate and risk experts.

58. What does Dr. Pielke say about the Forum’s report?

A) Its statistics look embarrassing.

B) It deserves our closest attention.

C) It is invalid in terms of methodology.

D) Its conclusion is purposely exaggerated.

59. What is Soren Andreasen’s view of the report?

A) Its conclusions are based on carefully collected data.

B) It is vulnerable to criticism if the statistics are closely examined.

C) It will give rise to heated discussions at the Copenhagen conference.

D) Its rough estimates are meant to draw the attention of world leaders.

60. What does Kofi Annan say should be the focus of the Copenhagen conference?

A) How human and economic losses from climate change can be reduced.

B) How rich countries can better help poor regions reduce climate hazards.

C) How emissions of heat-trapping gases can be reduced on a global scale.

D) How rich and poor regions can share responsibility in curbing global warming.

Passage Two

Questions 61 to 65 are based on the following passage.

It’s an annual argument. Do we or do we not go on holiday? My partner says no because the boiler could go, or the roof fall off, and we have no savings to save us. I say you only live once and we work hard and what’s the point if you can’t go on holiday. The joy of a recession means no argument next year –we just won’t go.

Since money is known to be one of the things most likely to bring a relationship to its knees, we

should be grateful. For many families the recession means more than not booking a holiday. A YouGov poll of 2,000 people found 22% said they were arguing more with their partners because of concerns about money. What’s less clear is whether divorce and separation rates rise in a recession – financial pressures mean couples argue more but make splitting up less affordable. A recent research shows arguments about money were especially damaging to couples. Disputes were characterised by intense verbal (言语上的) aggression, tended to be repeated and not resolved, and made men, more than women, extremely angry.

Kim Stephenson, an occupational psychologist, believes money is such a big deal because of what it symbolises, which may be different things to men and women. “People can say the same t hings about money but have different ideas of what it’s for,” he explains. “They’ll say it’s to save, to spend, for security, for freedom, to show someone you love them.” He says men are more likely to see money as a way of buying status and of showing the ir parents that they’ve achieved something.

“The biggest problem is that couples assume each other knows what’s going on with their finances, but they don’t. There seems to be more of a taboo (禁忌) about talking about money than about death. But you both ne ed to know what you’re doing, who’s paying what into the joint account and how much you keep separately. In a healthy relationship, you don’t have to agree about money, but you have to talk about it.”

注意：此部分试题请在答题卡2上作答。

61. What does the author say about vacationing?

A) People enjoy it all the more during a recession.

B) Few people can afford it without working hard.

C) It is the chief cause of family disputes.

D) It makes all the hard work worthwhile.

62. What does the author mean by saying “money is known... to bring a relationship to its knees” (Lines 1-2, Para. 2)?

A) Money is considered to be the root of all evils.

B) Disputes over money may ruin a relationship.

C) Few people can resist the temptation of money.

D) Some people sacrifice their dignity for money.

63. The YouGov poll of 2,000 people indicates that in a recession ________.

A) couples show more concern for each other

B) it is more expensive for couples to split up

C) conflicts between couples tend to rise

D) divorce and separation rates increase

64. What does Kim Stephenson believe?

A) Men and women view money in different ways.

B) Money is often a symbol of a person’s status.

C) Men and women spend money on different things.

D) Money means a great deal to both men and women.

65. The author suggests at the end of the passage that couples should ________.

A) put their money together instead of keeping it separately

B) discuss money matters to maintain a healthy relationship

C) make efforts to reach agreement on their family budgets

D) avoid arguing about money matters to remain romantic

Part IV Translation (30 minutes)

Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.

剪纸（paper cutting）是中国最为流行的传统民间艺术形式之一。中国剪纸有一千五百多年的历史，在明朝和清朝时期（the Ming and Qing Dynasties）特别流行。人们常用剪纸美化居家环境。特别是在春节和婚庆期间，剪纸被用来装饰门窗和房间，以增加喜庆的气氛。剪纸最常用的颜色是红色，象征健康和兴旺。中国剪纸在世界各地很受欢迎，经常被用作馈赠外国友人的礼物。

注意：此部分试题请在答题卡2上作答。

Tape Script of Listening Comprehension

Section A

1. M: Finally I’ve got the chance to put on m y new suit tonight. I hope to make a good impression on your family.

W: Come on, it’s only a family reunion. So jeans and T-shirts are just fine.

Q: What does the woman mean?

2. W: From here, the mountains look as if you could just reach out and touch them.

M: That’s why I chose this lodge. It has one of the best views in Switzerland.

Q: What is the man’s chief consideration in choosing the lodge?

3. M: Miss, can I interest you in the pork special we’re serving tonight? It’s only $7.99, half the usual price, and it’s very tasty.

W: Oh, really? I’ll try it.

Q: What does the man say about the dish?

4. W: This crazy bus schedule has got me completely confused. I can’t figure out when my bus to Cleveland leaves.

M: Why don’t you just go to the ticket window and ask?

Q: What does the man suggest the woman do?

5. M: Shawn’s been trying for months to find a job. But I wonder how he could get a job when he looks like that.

W: Oh, that poor guy! He really should shave himself every other day at least and put on something clean.

Q: What do we learn about Shawn?

6. M: Why didn’t you stop when we first signaled you at the crossroads?

W: Sorry, I was just a bit absent-minded. Anyway, do I have to pay a fine?

Q: What do we learn from the conversation?

7. W: My hand still hurts from the fall on the ice yesterday. I wonder if I broke something.

M: I’m no doctor, but it’s not black and blue or anything. Maybe you just need to rest it for a few days.

Q: What do we learn about the woman from the conversation?

8. M: I really can’t stand the way David controls the conversation all the time. If he’s going to be at your Christmas party, I just won’t come.

W: I’m sorry you feel that way, but my mother insists that he come.

Q: What does the woman imply?

Conversation One

M: Hello, Professor Johnson.

W: Hello, Tony. So what shall we work on today?

M: Well, the problem is that this writing assignment isn’t coming out right. What I thought I was writing on was to talk about what a particular sport means to me—one I participate in.

W: What sport did you choose?

M: I decided to write about cross-country skiing.

W: What are you going to say about skiing?

M: That’s the problem. I thought I would write about how peaceful it is to be out in the country. W: So why is that a problem?

M: As I start describing how quiet it is to be out in the woods, I keep mentioning how much effort it takes to keep going. Cross-country skiing isn’t as easy as some people think. It takes a lot of energy. But that’s not part of my paper, so I guess I should leave it out.But now I don’t know how to explain that feeling of peacefulness without explaining how hard you have to work for it. It all fits together. It’s not like just sitting down somewhere and watching the clouds roll by. That’s different.

W: Then you’ll have to include that in your point. The peacefulness of cross-country skiing is the kind you earn by effort. Why leave that out? Part of your point you knew beforehand, but part you discovered as you wrote. That’s common, right?

M: Yeah, I guess so …

Questions 9 to 11 are based on the conversation you have just heard.

9. What is the topic of the man’s writing assignment?

10. What problem does the man have while working on his paper?

11. What does the woman say is common in writing papers?

Conversation Two

W: Good evening, and welcome to this week’s “Business World,” the program for and about businesspeople. Tonight we have Mr. Steven Kane who has just taken over an established bicycle shop. Tell us, Mr. Kane, what made you want to run your own store?

M: Well, I’ve always loved racing bikes and fixing them. When I was working full-time as a salesman for a big company, I seldom had time to enjoy my hobby. I knew then that as soon as I had enough money to get my own business going, I’d do it. I had my heart set on it, and I didn’t let anything stand in my way. When I went

down to the bank and got a business loan, I knew I’d love being my own boss. Now my time is my own. I open the store when I want and leave when I want.

W: You mean you don’t keep regular hours?

M: Well, the sign on my store says the hours are 10:00 to 6:00, but if business is slower than usual, I can just lock up and take off early.

W: Have you hired any employees to work with you yet?

M: Yeah, a couple of friends of mine who love biking as much as I do. They help me out a few

days a week. It’s great because … we play cards or just sit around and talk when there’re no customers.

W: Thank you, Mr. Kane. We wish you success in your new business.

Questions 12 to 15 are based on the conversation you have just heard.

12. What is the woman doing?

13. What did Mr. Kane do before he took over the bicycle shop?

14. Why did the man take over a bicycle shop?

15. What do we learn about the people working in the shop?

Section B

I first met Joe Gans when we were both nine years old, which is probably the only reason he’s one of my best friends. If I had first met Joe as a freshman in hig h school, we wouldn’t even have had the chance to get to know each other. Joe is a day student, but I am a boarding student. We haven’t been in the same classes, sports, or extracurricular activities.

Nonetheless, I spend nearly every weekend at his house and we talk on the phone every night. This is not to say that we would not have been compatible if we had first met in our freshman year. Rather, we would not have been likely to spend enough time getting to know each other due to the lack of immediately visible mutual interests. In fact, to be honest, I struggle even now to think of things we have in common. But maybe that’s what makes us enjoy each other’s company so much.

When I look at my friendship with Joe, I wonder how many people I’ve known whom I n ever disliked, but simply didn’t take the time to get to know. Thanks to Joe, I have realized how little basis there is for the social divisions that exist in every community. Since this realization, I have begun to make an even more determined effort to find friends in unexpected people and places. Questions 16 to 18 are based on the passage you have just heard.

16. Why does the speaker say Joe Gans became one of his best friends?

17. Where does the speaker spend most of his weekends?

18. What has the speaker learned from his friendship with Joe?

Passage Two

While Gail Opp-Kemp, an American artist, was giving a speech on the art of Japanese brush painting to an audience that included visitors from Japan, she was confused to see that many of her Japanese listeners had their eyes closed. Were they turned off because an American had the nerve to instruct Japanese in their own art form? Were they deliberately trying to signal their rejection of her?

Opp-Kemp later found out that her listeners were not being disrespectful. Japanese listeners sometimes close their eyes to enhance concentration. Her listeners were showing their respect for her by chewing on her words.

Someday you may be either a speaker or a listener in a situation involving people from other countries or members of a minority group in North America. Learning how different cultures signal respect can help you avoid misunderstandings. Here are some examples:

In the deaf culture of North America, many listeners show applause not by clapping their hands but by waving them in the air.

In some cultures, both overseas and in some minority groups in North America, listeners are considered disrespectful if they look directly at the speaker. Respect is shown by looking in the general direction but avoiding direct eye contact.

In some countries, whistling by listeners is a sign of approval, while in other countries, it is a form of insult.

Questions 19 to 21 are based on the passage you have just heard.

19. What did Opp-Kemp’s speech focus on?

20. Why do Japanese listeners sometimes close their eyes while listening to a speech?

21. What does the speaker try to explain?

Passage Three

One of the greatest heartbreaks for firefighters occurs when they fail to rescue a child from a burning building because the child—frightened by smoke and noise—hides under a bed or in a closet and is later found dead.

Saddest of all is when children catch a glimpse of the masked firefighter but hide because they think they have seen a monster.

To prevent such tragedies, firefighter Eric Velez gives talks to children in his community, explaining that they should never hide during a fire. He displays firefighters’ equipment, including the oxygen mask, which he encourages his listeners to play with and put on. “If you see us,” Velez tells them, “don’t hide. We are not monsters. We have come to rescue you.”

Velez gives his presentations in English and Spanish. Growing up in San

Francisco, he learned Spanish from his immigrant parents.

Velez—and other firefighters throughout North America who give similar presentations—will never know how many lives they save through their talks, but it’s a fact that informative speaking saves lives. For example, several months after listening to an informative speech, Pete Gentry in North Carolina rescued his brother, who was choking on food, by using the method taught by student speaker Julie Parris.

In addition to saving lives, informative speakers help people learn new skills, solve problems, and acquire fascinating facts about the exciting world in which they live.

Questions 22 to 25 are based on the passage you have just heard.

22. Why do some children trapped in a burning building hide from masked firefighters?

23. What does the passage tell us about firefighter Eric Velez?

24. What do we learn about Pete Gentry?

25. What message is the speaker trying to convey?

Section C

Almost every child, on the first day he sets foot in a school building, is smarter, more (26) curious, less afraid of what he doesn’t know, better at finding and

(27) figuring things out, more confident, resourceful (机敏的), persistent and

(28) independent than he will ever be again in his schooling – or, unless he is very unusual and

very lucky, for the rest of his life. Already, by paying close attention to and (29) interacting with the world and people around him, and without any school-type formal instruction, he has done a task far more difficult, complicated and (30) abstract than anything he will be asked to do in school, or than any of his teachers has done for years. He has solved the (31) mystery of language. He has discovered it –babies don’t even know that language exists – and he has found out how it works and learned to use it (32) appropriately. He has done it by exploring, by experimenting, by developing his own model of the grammar of language, by

(33) trying it out and seeing whether it works, by gradually changing it and

(34) refining it until it does work. And while he has been doing this, he has been learning other things as well, including many of the (35) “concepts” that the schools think only they can teach him, and many that are more complicated than the ones they do try to teach him.

参考答案

Part II Listening Comprehension

Section A

1. D

2. C

3. D

4. C

5. B

6. C

7. A

8. D

9. B 10. C

11. A 12. B 13. C 14. A 15. A

Section B

16. D 17. B 18. C 19. A 20. B

21. C 22. A 23. B 24. D 25. B

Section C

26. curious 27. figuring things out

28. independent 29. interacting with

30. abstract 31. mystery

32. appropriately 33. trying it out

34. refining 35. concepts

Part III Reading Comprehension

Section A

36. E 37. C 38. O 39. H 40. M

41. N 42. J 43. K 44. I 45. F

Section B

46. D 47. C 48. I 49. E 50. C

51. H 52. G 53. F 54. A 55. I

Section C

56. A 57. D 58. C 59. D 60. B

61. D 62. B 63. C 64. A 65. B

Part IV Translation

Paper cutting is one of China’s most popular traditional folk arts. Chinese paper cutting has a history of more than 1,500 years. It was widespread particularly during the Ming and Qing Dynasties. People often beautify their homes with paper cuttings. During the Spring Festival and wedding celebrations, in particular, paper cuttings are used to decorate doors, windows and rooms in order to enhance the joyous atmosphere. The color most frequently used in paper cutting is red, which symbolizes health and prosperity. Chinese paper cutting is very popular around the world and it is often given as a present to foreign friends.

全国大学生英语四六级考试(CET4,CET6)作文句型模板

句型模板 1.with the development of the society, with the advent of…, we have to face a problem that… 2.along with the advance of the society more and more problems are brought to our attention, one of which is that… 3.as society develops, people are attaching much importance to… 4.as to whether it is a blessing or a curse, however, people take/hold/come up with different attitudes/hold different attitudes. 5.as to whether it is worthwhile…, there is a long-running controversial debate .It is quite natural that people from different backgrounds may have divergent attitudes towards it. 6.In the process of modern urban development, we often find ourselves in a dilemma. 7.Recently the phenomenon has aroused wide concern, some people in alarm that… 8.Along with the advance of the society more and more problems are brought to our attention, one of which is… 9.The human race has entered a completely new stage in its history, which the increasingly rapid economic globalization and urbanization. More problems are brought to our attention. 10…plays such an important role that it undeniably becomes the biggest concern of the present world. And there comes a question," is it a blessing or a curse?" 11.Now we are entering a new era, full of oppo rtunities and challenges,… 12.But every sword has two blades. The negative aspects are also apparent. One of the prominent disadvantages is that….To make matters worse,… 13.Nowadays many people prefer…because it plays a significant role in our daily life. Generally speaking, its advantages can be seen as fellows. On one hand, …on the other hand… 14.Through the above analysis, I believe that the positive aspects far outweigh its negative aspects. Whether effects it has, one thing is certain:…itself is n either good or bad. It is the use we put in to that determines it value to our society… 15.There is no consensus among people as to the view of ….The opinions vary from person to person. Some people hole the idea that….A case in point is that… 16.On the other hand, others may have a quite different view. According to them….The most typical example is that… 17.Weighing the pros and cons of these arguments, I am inclined to agree with the latter. Admittedly, the former point of view seems reasonable to some extent, but…is more convincing. 18.Whe n asked about…,some people hold the idea that….As far as they are concerned,…But I could not agree with them in several points. In my opinion,….The reasons for my choice are listed as follows. 19.First of all…In addition…Last but not the least… 20.For the reasons mentioned above, I firmly believe… 21.What are the reasons for it? To start with…Moreover…Furthermore… 22.In view of the seriousness of the problem, effective measures should be taken. For one thing ,it is high time that people all over China reali zed the importance of…For another, the government should issue laws and regulations to put the situation under control. 23.People from different backgrounds would put different interpretations on the same case. 24.The controversial issue is often brought into public focus. People from different backgrounds hold different attitudes towards the issue.

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大学英语四六级13年12月大改革应对办法全套复习规划 2013年6月的四六级成绩即将揭晓，如果你通过了，你要感到万幸，因为：四六级改革了。。。。大家都愿意瞎蒙的完形填空被取消，大家讨厌的5分翻译题一下子涨到15分，熟悉的快速阅读消失了，句子翻译变成整段翻译，2分一空的阅读选择增大选项难度，阅读增设匹配题等新题型，考试时间增加5分钟，听力的难度有所下降。本日志详细列述一下改革的整体情况，并给出新英语四六级最佳备考方法，内容较长，建议转载保存！日志末尾给出四六级备考必须的所有资料！有了这些，就不需要再报任何补课班，不需要再买任何书啦！好好利用这个复习时间表和日志中的资源，今年的四六级高分榜上将出现你的名字！感谢六级597分获得者卢秋钱提供的原创资源和高效方法。首先说明改革的情况：自2013年12月考次起，全国大学英语四、六级考试委员会将对四、六级考试的试卷结构和测试题型作局部调整。调整后，四级和六级的试卷结构和测试题型相同。一、试卷描述四级和六级的试卷结构、测试内容、测试题型、分值比例和考试时间如下表所示：一、写作15% 二、听力35% 1、短对话单选8分 2、长对话单选7分 3、短文独白10分 4、复合式短文词组及单词听写10分三、阅读理解35% 选词填空（16选10）5分匹配题10分仔细阅读20分段落汉译英15分完形填空取消考试时间调整为130分钟

二、新题型说明 1. 写作要求不变，增加通知的写作方法。本题改革前难度系数0.82，改革后难度系数0.83. 2、听力单选题听力单选题难度下降，去掉推断题，加入细节分析题考察，淡化经济学，强化文化领域，四级语速不变，六级听力语速下降为原来的90%。本题改革前难度系数0.85，改革后难度系数0.78 3、复合式听写原复合式听写调整为单词及词组听写，短文长度及难度不变。要求考生在听懂短文的基础上，用所听到的原文填写空缺的单词或词组，共10题。短文播放三遍。本题改革前难度系数0.97，改革后难度系数下降为0.72. 4、长篇阅读原快速阅读理解调整为长篇阅读理解，篇章长度和难度不变。篇章后附有10个句子，每句一题。每句所含的信息出自篇章的某一段落，要求考生找出与每句所含信息相匹配的段落。有的段落可能对应两题，有的段落可能不对应任何一题。改革前快速阅读题目难度系数0.75，改革后本题难度系数0.90. 5、翻译原单句汉译英调整为段落汉译英。翻译内容由校园、经济、艺术学改为校园、金融、儒学、政治经济学、中国近代历史、世界遗产、西方文化、经济学原理、社会发展学、遗传学、进化论。四级长度为140-160个汉字；六级长度为180-200个汉字。要求考上把整篇英语文章全部翻译为汉语，意思正确得半分，语法正确得1分，单词翻译错误名次三处扣1分，形容词1处扣1分，其余2处扣1分，逻辑错误不影响其他句子含义的本句扣半分，影响其他句子含义的扣1分到1分半，翻译内容包含文章无关意思的每处扣3分。扣完为止。本题改革前难度系数0.89，改革后难度系数0.95。三、成绩报道成绩报道分为总分和单项分。单项分包括：1）听力，2）阅读，3）翻译和写作，过级分数线四级426分，六级426分；高分证数分数线四级550分，六级520分。注意： 1. 听力部分复合式听写难度降低，不用听写长句了。需要对词组的连音、失去爆破特别重视。请各位注意我给的新东方短语表，这次改革突出了它的意义。 2. 阅读新题型参考考研，难度会增加，有空请务必参考考研英语二的新题型，请大家到书店购买考研英语二的练习册，必须买，否则你过不了的。

2015年6月13日全国大学英语四级翻译真题及答案

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六长喜英语长喜英语长喜英语 1. 听力新题型练习 6篇短文听写（单词及词组听写） + 2. 阅读新题型练习 1）6篇词汇理解（选词填空）2）6篇长篇阅读（匹配） + 3. 翻译新题型练习6段段落翻译（汉译英）

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全国大学英语四、六级考试改革方案（试行）教高厅［2005］1号大学英语教学改革是“高等学校教学质量与教学改革工程”的一项重要内容，2004年，教育部组织制定了《大学英语课程教学要求（试行）》。大学英语四、六级考试（以下简称四、六级考试）改革是大学英语教学改革的重要组成部分。全国大学英语四、六级考试委员会（以下简称考委会）和大学英语四、六级考试改革项目组在广泛听取多方意见的基础上，经过近一年的研究和论证，根据《大学英语课程教学要求（试行）》，制定本方案。一、四、六级考试改革的指导思想、目标和原则四、六级考试是为教学服务的标准化考试。考试改革的指导思想是在保持科学性、客观性和公正性的同时，使考试最大限度地对大学英语教学产生正面的导向作用，即：通过改革，引导师生正确处理教学与考试的关系，更合理地使用四、六级考试，使考试更好地为教学服务。考试改革的目标是更准确地测量我国在校大学生的英语综合应用能力，尤其是英语听说能力，以体现社会改革开放对我国大学生英语综合应用能力的要求。改革要按照前瞻性与可行性相结合、分步实施的原则进行，既有近期改革目标，又有中长期规划。二、四、六级考试改革的措施（一）全面改革计分体制和成绩报导方式自2005年6月起，面向所有考生，四、六级考试成绩将采用满分为710分的计分体制，不设及格线；成绩报导方式由考试合格证书改为成绩报告单，即考后向每位考生发放成绩报告单，报导内容包括：总分、单项分等；为使学校理解考试分数的含义并根据各校的实际情况合理使用考试测量的结果，四、六级考试委员会将向学校提供四、六级考试分数的解释。（二）考试内容改革按照《大学英语课程教学要求（试行）》修订考试大纲，开发新题型，加大听力理解部分的题量和分值比例，增加快速阅读理解测试，增加非选择性试题的题量和分值比例。试行阶段的四、六级考试内容由四部分构成：听力理解、阅读理解、综合测试和写作测试。听力理解部分的比例提高到35%，其中听力对话占15%，听力短文占20%。听力对话部分包括短对话和长对话的听力理解；听力短文部分包括短文听写和选择题型的短文理解；听力题材选用对话、讲座、广播电视节目等更具真实性的材料。阅读理解部分比例调整为35%，其中仔细阅读部分（Careful Reading）占25%，快速阅读部分（Fast Reading）占10%。仔细阅读部分除测试篇章阅读理解外，还包括对篇章语境中的词汇理解的测试；快速阅读部分测试各种快速阅读技能。综合测试比例为15%，由两部分构成。第一部分为完型填空或改错，占10%；第二部分为短句问答或翻译，占5%。写作能力测试部分比例为15%，体裁包括议论文、说明文、应用文等。试行阶段四、六级考试各部分测试内容、题型和所占分值比例如下表所示：近期内，四、六级考试口语考试仍将与笔试分开实施，继续采用已经实施了五年的面试型的四、六级口语考试（CET-SET）。同时，考委会将积极研究开发计算机化口语测试，以进一步扩大口语考试规模，推动大学英语口语教学。（三）考务管理体制改革 2005年6月起，教育部考试中心将启用新的四、六级考试报名和考务管理系统，严格认定考生报名资格，加强对考场组织和考风考纪的管理，切实做好考试保密工作。从2006

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级过425分之后才能颁发毕业证。但现在有的学校已取消了四级成绩与学位证挂钩。附注：题型分布听力理解 1、听力对话(15%) (1)短对话(多项选择) (2)长对话(多项选择) 2、听力短文(20%) (1)多项选择 (2)复合式听二、阅读理解(35%) 阅读理解 1、仔细阅读理解(25%) (1)多项选择 (2)选词填空或简答 2、快速阅读理解(10%，选择+句子填空或其他三、改错或完形填空(10%) 错误辨认并改正或多项选择写作和翻译 1、写作(15%，短文写作) 2、翻译(5%，汉译英)

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4、进入登录报名系统界面，点击“开始报名”： 5、阅读并勾选报名协议，点击“同意”：

6、进入资格信息查询界面，输入三项必填项：证件类型（不支持军官证）、证件号码、姓名，点击“查询”：

7、进入资格信息确认页面，确认学籍信息、资格信息正确： 8、若考生有通过 CET4 的证书（425 分以上）、笔试报名校区开考 CET6、考生未被

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大学英语四六级考试改革样卷试题 Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write an essay. You should start your essay with a brief description of the picture and then express your views on the importance of learning basic skills. You should write at least 120 words but no more than 180 words. Write your essay on Answer Sheet 1. 注意：此部分试题请在答题卡1上作答。 Part II Listening Comprehension (30 minutes) 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 a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter onAnswer Sheet 1 with a single line through the centre. 注意：此部分试题请在答题卡1上作答。 1. A) The man has left a good impression on her family. B) The man’s jeans and T-shirts are stylish. C) The man should buy himself a new suit. D) The man can dress casually for the occasion. 2. A) Its price. C) Its location. B) Its comfort. D) Its facilities. 3. A) It is a routine offer. C) It is new on the menu. B) It is quite healthy. D) It is a good bargain. 4. A) Read the notice on the window. C) Go and ask the staff. B) Board the bus to Cleveland. D) Get a new bus schedule. 5. A) He is ashamed of his present condition. B) He is careless about his appearance. C) He changes jobs frequently. D) He shaves every other day. 6. A) The woman had been fined many times before. B) The woman knows how to deal with the police. C) The woman had violated traffic regulations. D) The woman is good at finding excuses. 7. A) She got hurt in an accident yesterday. B) She has to go to see a doctor. C) She is black and blue all over. D) She stayed away from work for a few days. 8. A) She will ask David to talk less. B) She will meet the man halfway. C) She is sorry the man will not come. D) She has to invite David to the party. Questions 9 to 11 are based on the conversation you have just heard.

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全国大学英语四六级考试委员会官方网站 xx上全国大学英语四、六级报名通知分类：教务公告 xx年上半年全国大学英语四、六级报名通知 xx年上半年的全国大学英语四、六级报名工作马上要开始了。报名在补退选期间以选课方式进行。报名时间和方法： xx年3月4日13:00—3月 10日16:00 （本科生、研究生补退选）四级英语课程号：00641360 六级英语课程号：00641370 小语种（日、德、俄、法）的报名时间及报名方式另行通知。报名资格和要求： 1、全日制普通高等院校本科、专科、研究生在校生。

2、获得CET4合格证书或者取得425分（含425分）以上CET4成绩的学生才能报考CET6。 3、四级、六级、小语种不允许同时报名，同一 __号程序只能读取一次，否则将自动删除一个级别。报名费用：四级：15元；六级：17元。报名费代扣时间：3月11日13:00—16：00。请同学们在此之前在和学号相关联的中国银行卡上存入足够的金额。如果卡内金额不足，则报名失败且没有补交费机会。考试时间：6月13日(周六)上午（9：00－11：20）进行CET4考试、小语种四级考试； 6月13日（周六）下午（15：00－17：20）进行CET6考试。小语种六级考试。考试期间注意事项： 1．考试全过程中不得退场，违者将以作弊论处。

2．考生自己准备好考试用2B铅笔。 3．考试当天必须携带准考证以及有效 __件（考生要出示的有效__为学生证和下列证件之一：居民 __、军人及武警人员证件、户口本、公安户籍部门开具的贴有近期免冠照片的 __号码证明、护照等）参加考试，证件不齐者不能入场参加考试。注册中心外文系 xx、2、27 附件： xx年陕西省CET考生诚信考试承诺书院校：语种级别： CET考生守则

大学英语四六级新题型听力考试说明及新题型听力样题

大学英语四六级听力考试说明原四六级听力题型一、四级听力试题的调整 1.取消短对话 2.取消短文听写 3.新增短篇新闻（3段）其余测试内容不变。2016年6月四级听力题型调整后四级听力部分的试题结构见下表： 2016年6月四级听力短篇新闻的考试指令： Section A Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report 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). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. 二、六级听力试题的调整 1.取消短对话

2.取消短文听写 3.听力篇章调整为2篇（原3篇） 4.新增讲座/讲话（3篇）其他测试内容不变。2016年6月四级听力题型调整后六级听力部分的试题结构见下表： Section C Directions: In this section, you will hear recordings of lectures or talks followed by some questions. The recordings will be played only once.After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.四级听力样题 Questions 1 and 2 will be based on the following news item. Kenyan police say one person was killed and 26 injured in an explosion at a bus station in central Nairobi. The blast hit a bus about to set off for the Ugandan capital Kampala. Last July, the Somali group al-Shabab said it was behind the blasts in the Ugandan capital which killed more than 70 people. Will Ross reports from the Kenyan capital. The explosion happened beside a bus which was about to set off for an overnight journey from Nairobi to the Ugandan capital Kampala. Some eyewitnesses report that a bag was about to be loaded on board, but it exploded during a security check. Windows of the red bus were left smashed, and blood could be seen on the ground beside the