12月英语六级快速阅读真题
英语六级阅读做题技巧(精选4篇)

英语六级阅读做题技巧(精选4篇) 英语六级阅读做题技巧(精选4篇)六级快速阅读占到六级成果的一小部分,特点是信息量大,篇幅长,快速锁定需要的信息是关键因素,下面我给大家共享英语六级阅读做题技巧,期望能够帮忙大家!英语六级阅读做题技巧【篇1】并非全部的题目都如 Why is the king always lucky? 这么简洁,尤其是问主题思想的,这时我们还要恋战吗?答案是否定的。
因此,这时肯定要先划上一个,你就有了1/4的机会,这样也比你不填要好。
5.分析出题人的思路这里解释为什么要用带解释的书而非全是A B C D 的书。
由于我们选择答案,说究竟就是迎合出题人的思路。
这个现实是很残酷的,因此,假如要有一个高正确率,最好的方法就是了解出题人是怎么想的,我选择的答案和他的想法哪里不符,和原文哪里不符?同时用马克笔将这些关键部分、错误部分划出。
6.复习复习的最好方法就是在早读的时候把文章当“美文”来读,马克笔划出的部分肯定要认真体会,达到流利的程度。
英语六级阅读做题技巧【篇2】1.确定答题时间假如你认真仔细地依据上述工具进行了预备。
那么应当很清晰这部分的答题要求了。
请先回答我一个问题:这部分总共有几道大题?嗯。
整份试卷你安排在这部分的时间是多少?嗯。
你的回答可能是:20分钟。
那么每道大题的时间是5分钟,没错。
2.练习扫读告知你吧,有的题就是读不完的。
这些题就不是让你来读完的。
换一句话说,即使读完了,也是没有意义的。
因此,学习扫读是很有必要的。
放心,扫读不是什么特别的技巧,只是选择主要信息,因此谁都可以做到。
有信念吗?请连续往下看3.确定扫读目标确定目标的方法很简洁。
那就是直接从文章后面的题目中提取关键词。
比如:Why is the king always lucky? 我们就可以知道我们在阅读时要留意,凡是关于国王幸运缘由的部分都应当留心。
英语六级阅读做题技巧【篇3】1.阅读题目以猜测文章内容应当先读题目,后看文章,同时依据题目设想一下文章可能涉及的内容,以及所使用的词汇量的类型与范围,乃至题目涉及到的关键性的词汇。
2011年英语六级考试(CET6)全真模拟试卷(4)-中大网校

2011年英语六级考试(CET6)全真模拟试卷(4)总分:710分及格:426分考试时间:140分Part I Writing(1)Directions: For this part, you are allowed 30 minutes to write a short essay entitled A Talk on How to Do Well in CET-4 at least 150 words following the outline given below:Part II Reading Comprehension快速阅读 单选题(1)根据下列文章,回答{TSE}题(2)Why is only a small amount of ocean water desalinated in the world?(3)What is one of the main causes of most diseases according to the World Bank?(4)In underdeveloped countries, thousands of children die as a result of __________ every day.(5)To relieve water crisis in lesser developed countries, each region is expected to __________.(6)What is the Year 2025 forecast mainly concerned about?(7)How can individuals in developed countries realistically contribute to the solution of water crisis?快速阅读填空题(1)According to global experiences, __________ is one of the keys to the management of wate crisis.(2)For the management of transboundary water sources, __________is a potential way.(3)The water agreement negotiated in the Jordan River Basin reflected that a paradigm __________ is more effective.Listening Comprehension (35 minutes)听力选择题(1)点击按钮播放听力音频>>{MP3:/examfiles/2012/listenfiles/2011cet6/04.mp3}<ahref="javascript:;"></a>(2)<Ahref="javascript:;"></A>(3)<Ahref="javascript:;"></A>(4)<Ahref="javascript:;"></A>(5)<Ahref="javascript:;"></A>(6)<Ahref="javascript:;"></A>(7)<Ahref="javascript:;"></A>(8)<Ahref="javascript:;"></A> (9)Questions {TSE} are based on the conversation you have just heard.(10)<Ahref="javascript:;"></A> (11)<Ahref="javascript:;"></A>(12)<A href="javascript:;"></A>Questions {TSE} are based on the conversation you have just heard.(13)<Ahref="javascript:;"></A>(14)<Ahref="javascript:;"></A>(15)<Ahref="javascript:;"></A>(16)Questions {TSE} are based on the passage you have just heard.(17)<Ahref="javascript:;"></ A>(18)<Ahref="javascript:;"></A >(19)Questions {TSE} are based on the passage you have just heard.(20)<Ahref="javascript:;"></A>(21)<Ahref="javascript:;"></A>(22)Questions {TSE} are based on the passage you have just heard.(23)<Ahref="javascript:;"></A>(24)<Ahref="javascript:;"></A>(25)<Ahref="javascript:;"></A>听力填空题(1)根据所听到的内容,填充以下空缺部分。
CET6

与单词有关的准备 六级考试在06年12月底公布的最新大纲中指出: 新六级的词汇增加到了5500左右。其中4500是 新四级考试的规定。 1.单词对六级考试的影响和作用 2.背单词的方法 1)边听边背单词法 2)词汇书 A:选六级词汇书的两个必要条件 a:要具备六级考试中5500的词汇量 b:词汇书一定要配有朗读的磁带 3.准备笔记本
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7
6 40
5
4
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2
1
得 分Leabharlann 54 4734 27 20
14 7
2.字数不足应酌情扣分: 2.字数不足应酌情扣分:
字 数 扣 分 140~ 130~ 120~ 149 139 129 1 2 3 110~119 100~109 90~99 80~89 < 79 4 5 6 7 9
2010年 2010年6月六级作文: Due Attitude Should Be Given to the Studyof Chinese 1、近年来在学生中出现了忽视中文的现象 2、出现这种现象的原因和后果 3、为了改变这种状况,我认为…… 、为了改变这种状况,我认为……
改错或完型填空 改错(Error Correction)和完型填空(Cloze)测试学 生各个层面上的语言理解能力及语言综合运用能 力。 改错部分要求考生根据对文章的理解,运用语篇、 语法和词汇知识,辨认文章中出现的语言错误并 加以改正。改错部分的短文长度为250~280词, 分值比例为10%,考试时间15分钟。 完型填空部分的短文有20个空白,空白处所删去 的词既有实词也有虚词,每个空白为一题,每题 有四个选择项。要求考生根据对文章的理解,选 择一个最佳答案,使短文的意思完整和结构正确。 完型填空部分的短文长度为250~300词;分值 比例为10%,考试时间l5分钟。
大学英语四级、六级fast reading

Fast Reading一.题型特点:要求考生在15分钟内浏览完一篇1000字左右的文章并解答后面的10道题。
快速阅读属于信息密集性文章(information-intensive reading),体裁一般为说明文,题材涉及环保,科技,教育,文化和产品说明等。
文章下面的10个题,前7个是判断正误(Y, N,NG),后3题是填空题或回答问题题,答案一般是3-4 个单词(答案基本是文章中的原词)二.考点1.通过略读了解文章大意,抓住文章中心思想2.通过寻读获取某一特定信息或具体事实三.应试技巧(一)正误判断1.Y(yes)1)题目是原文的同义表达,通常用同义词或同义结构。
(有时会出现语态的变化:主动—被动)e.g:原文:In most parts of the world, there are regulations that govern where a landfill can be placed and how it can operate.试题:In most countries, that selection of a landfill site is governed by rules or regulations.2) 题目是根据原文中的几句话作出的推断和归纳;一般是归纳文章的大意。
The passage gives a general description of the structure and use of a landfill.2.N(no)1)题目与原文直接相反,通常用反义词,not加反义词及反义结构。
2)原文是多个条件并列,即:两个或多个情形都可以或都不可以,常有both…and, and, or, 以及also 等词。
题目是其中一个条件,通常有must, only等词。
e.g:原文:In the United States, the building of landfills is the job of both federal and local government.题目:In the United States, taking care of trash and building landfills are local government responsibilities.3)原文和题目中使用了表示不同范围,频率,可能性的词。
6.六级英语第三套真题及答案(三)

六级英语考试真题及答案(三)——师说教育集团考试教学团队编录——大学英语六级考试真题(上半年试题)Part II Reading Comprehension快速阅读原文+答案+点评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 on Answer sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.Welcome,Freshmen. Have an iPod.T aking a step that many professors may view as a bit counterproductive, some colleges and universities are doling out Apple iPhones and Internet-capable iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could send messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and instant polling of students, for example —a big part of the attraction is, undoubtedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college or university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decades of technology purchases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest devices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor struggling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irritating and students view as, well, inevitable.“When it gets a little boring, I might pull it out,”acknowledged Naomi Pugh, a first-year student at Freed-Hardeman University in Henderson, Term., referring to her new iPod Touch, which can connect to the Internet over a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices.Experts see a movement toward the use of mobile technology in education, though they say it is in its infancy as professors try to come up with useful applications. Providing powerful handheld devices is sure to fuel debates over the role of technology in higher education.“We think this is the way the future is going to work,” said Kyle Dickson, co-director of research and the mobile learning initiative at Abilene Christian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take them everywhere and would prefer something lighter. Abilene Christian settled on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell phone, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subject and said that they would not leak any institution’s plans.“We can’t announce other people’s news,”said Greg Joswiak, vice president of iPod and iPhone marketing at Apple. He also said that he could not discuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christian University, Abilene Christian and Freed-Hardeman — have announced that they will give the devices to some or all of their students this fall. Other universities are exploring their options. Stanford University has hired a student-run company to design applications like a campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure it, snecessary, noting that more than 700 iPhones were registered on the university’s network last year. At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States, had a more reliable network, said Andrew Yu, mobile devices platform project manager at M.I.T.“We would have probably gone ahead with this, maybe just getting a thousand iPhones and giving them out,”Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, giving the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice president and chief information officer at the university. “We don’t think that we have all the answers,” Mr. Huskamp said. By observing how students use the gadgets, he said, “We’re trying to get answers from the students.”At each college, the students who choose to get an iPhone must pay for mobile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet through campus wireless networks. With the iPhone, those networks may provide faster connections and longer battery life than AT&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are capable of wireless connection to the local area computer network.University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outside the classroom, though such lesson plans have yet to surface.“My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality),” said Christopher Dede, professor in learning technologies at Harvard University. “Alien Contact,” for example, is an exercise developed for middle-school students who use hand-held devices that can determine their location. As they walk around a playground or other area, text, video or audio pops up at various points to help them try to figure out why aliens were in the schoolyard.“You can imagine similar kinds of interactive activities along historical lines,” like following the Freedom Trail in Boston, Professor Dede said. “It’s important that we do research, so that we know how well something like this works.”The rush to distribute the devices worries some professors, who say that students are less likely to participate in class if they are multi-tasking. “I’m not someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,’ said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself once prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years, announced this week — in a detailed, footnoted memorandum —that he would ban laptop computers from his class on contract law.“I would ban that too if I knew the students were using it in class,” Professor Summers said of the iPhone, after the device and its capabilities were explained to him. “What we want to encourage in these students is an active intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers.”The experience at Duke University may ease some concerns. A few years ago, Duke began giving iPods tostudents with the idea that they might use them to record lectures (these older models could not access the Internet).“We had assumed that the biggest focus of these devices would be consuming the content,” said Tracy Futhey, vice president for information technology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to create their own “content,” making audio recordings of themselves and presenting them. The students turned what could have been a passive interaction into an active one, Ms. Futhey said.注意:此部分试题请在答题卡1上作答。
大学英语六级阅读讲解技巧(精选版)(DOC)

大学英语六级阅读讲解技巧(精选版)快速阅读技巧:大学英语六级考试中阅读理解所占比重很大,虽然看起来文章很多,但题目并不多,是比较容易拿分的一块。
本篇育路教育网详细为考生介绍一下六级快速阅读的题型分类及解题技巧,希望各位读者仔细研究,夯实基础,在考试时拿到高分。
大学六级中的第一道阅读题目是快速阅读,很多考生朋友都向笔者反映:快速阅读怎么做啊?拿到题目是先看文章还是先看题目啊?怎么我总是做不完题啊?有什么方法可以提高阅读速度啊?等等等等……这几个问题相信也是大家最关心的,那接下来,笔者将从六级快速阅读的命题特征,做题步骤,解题方法几个角度来谈谈如何攻克快速阅读。
一、题型揭秘六级快速阅读的文章篇幅约为1200单词,通常是略多一些的,整个题目的给定时间为15分钟。
文章之后是十道题目,这十题可以会出现两种组合:一种为4道是非判断题(也就是大家所熟悉的Y/N/NG题)加上6道句子填空题(也可称补全句子);另一种为 7道选择题加上3道句子填空题。
但需要我们注意的是2007年6月以前快速阅读的设题方式为7道判断题加3道补全句子题,而2007年12月以来的真题中前7道均为单项选择题,后3道为补全句子题。
从近几年的出题倾向来看,单项选择题更能够考查出学生快速阅读的能力和水平,因此单项选择题成为近几年快速阅读考查的主要形式。
考生在复习时要对这两种题型都有所了解,在平时的训练中把重点放在单项选择题上。
由于整个快速阅读部分总体时间为15分钟,如果不进行合理的规划,这样的时间是绝对不够用的。
很多考生朋友会问到底应该以一种什么样的顺序来做题?我们先来了解一下在考试大纲中的说法:“要求考生运用略读和查读的技能从篇章中获取信息。
略读考核学生通过快速阅读获取文章主旨大意或中心思想的能力,阅读速度约为每分钟120词。
查读考核学生利用各种提示,如数字、大字单词、段首或句首词等,快速查找特定信息的能力。
”从考纲中我们发现,这里有三个重点信息:略读、查读、速度为120词/分钟。
大学英语六级最新考试题型
大学英语六级考试题型一、听力理解(35%)248.5分1、听力对话(15%)短对话8题长对话7题2、听力短文(20%)三大题10小题复合式听写前面8空填单词后面3空填句子二、阅读理解(35%)248.5分1、仔细阅读理解(25%)10题精细阅读5题回答问题2、快速阅读理解(10%)三、完形填空(10%)71分20题四、写作和翻译(20%)142分1、写作(15%)2、翻译(5%)5题六级考试各部分测试容、题型和所占分值比例如表所示:写作:33分--条理不清、思路紊乱,语言支离破碎或大部分句子均有错误,且多数为严重错误。
39分--基本切题。
表达思想不清楚连贯性差。
有较多严重的语言错误。
45分--基本切题。
有些地方表达思想不够清楚,文字勉强连贯;语言错误相当多,其中有一些是严重错误。
57分--切题。
表达思想清楚,文字连贯,但有少量语言错误。
67分--切题。
表达思想清楚,文字通顺。
连贯性较好,基本上无语言错误,仅有个别小错。
文字不足酌情扣分:100-119扣1分;90-99扣3分;80-89扣4 分;70-79扣5分;60-69扣6分;50-59扣7分;不足50扣9分。
听力:听力理解共35个,包括短对话、长对话、短文听力及短文听写:听力对话及短文听力共25题,每1题算1个,共25个;短文听写共11题,其中单词听写8题,每 2题算1个,句子听写共2题,每1题算2个,共10个。
阅读:阅读理解共35个,包括快速阅读,篇章词汇或短句问答,篇章阅读:快速阅读共10题,每1题算1个,共10个;篇章词汇每2个空算1个,短句问答共5题或8题,每1题算1个或 0.625个,共5个;篇章阅读共10题,每1题算2个,共20个。
综合:综合测试共15 个,包括完形或改错,翻译。
完形共20题,每2题算1个,共10个;改错共10题,每1题算1个,共10个;翻译共5题,每1题算1个,共5个。
四级考试单项分的报道共分为四个部分:听力(35%)、阅读(35%)、完型填空或改错(10%)、作文和翻译(20%)。
2012年6月大学英语六级快速阅读冲刺
2013年12月英语四六级考试押题直播:/uckf.php?fr=10103&re=http%3A%2F%%2 F%3Fmod%3Dspecial%26act%3Dcet2013超级课程表,可交流学习的大学生手机课程表,500万大学生用户点击下载:/redirect.html?origin=chuankewang2012年6月大学英语六级快速阅读冲刺真题Directions:In this part,you will have15minutes to go over the passage quickly and answer the questions on Answer Sheet1.For questions1-7,choose the best answer from the four choices marked[A],[B],[C]and[D].For questions8-10,complete the sentences with the information given in the passage.Hate Your Job?Here’s How to Reshape ItOnce upon a time,if you hated your job,you either quit or bit your lip.These days,a group of researchers is trumpeting a third option:shape your job so ifs more fruitful than futile."We often get trapped into thinking about our job as a list of things to do and a list of responsibilities,"says Amy Wrzesniewski,an associate professor at the Yale School of Management."But what if you set aside that mind-set?"If you could adjust what you do,she says,"who would you start talking to,what other tasks would you take on,and who would you work with?"To make livelihoods more lively,Wrzesniewski and her colleagues Jane Dutton and Justin Berg have developed a methodology they call job-crafting.They’re working with Fortune500companies,smaller firms and business schools to change the way Americans think about work.The idea is to make all jobs--even mundane(平凡的)ones---more meaningful by empowering employees to brainstorm and implement subtle but significant workplace adjustments.Step1:Rethink Your Job--Creatively"The default some people wake up to is dragging themselves to work and facing a list of things they have to do,"says Wrzesniewski.So in the job-crafting process, the first step is to think about your job holistically.You first analyze how muchtime,energy and attention you devote to your various tasks.Then you reflect on that allocation(分配).See I0perfect jobs for the recession--and after.Take,for example,a maintenance technician at Burt’s Bees,which makes personal-care products.He was interested in process engineering,though that wasn’t part of his job description.To alter the scope of his day-to-day activities, the technician asked a supervisor if he could spend some time studying an idea he had for making the firm’s manufacturing procedures more energy-efficient.His ideas proved helpful,and now process engineering is part of the scope of his work.Barbara Fredrickson,author of Positivity and a professor of psychology at the University of North Carolina at ChapelHill,says it’s crucial for people to pay attention to their workday emotions. "Doing so,"she says,"will help you discover which aspects of your work are most life-giving-and most life-draining."Many of us get stuck in ruts(惯例).Berg,a Ph.D.student at the Wharton School at the University of Pennsylvania who helped develop the job-crafting methodology, says we all benefit from periodically rethinking what we do."Even in the most constraining jobs,people have a certain amount of wiggle room,"he says."Small changes can have a real impact on life at work."Step2:Diagram Your DayTo lay the groundwork for change,job-crafting participants assemble diagrams detailing their workday activities.The first objective is to develop new insights about what you actually do at work.Then you can dream up fresh ways to integrate what the job-crafting exercise calls your"strengths,motives and passions"into your daily routine.You convert task lists into flexible building blocks.The end result is an"after"diagram that can serve as a map for specific changes.lna Lockau-Vogel,a management consultant who participated in a recent job-crafting workshop,says the exercise helped her adjust her priorities."Before, 1would spend so much time reacting to requests and focusing on urgent tasks that I neverhad time to address the real important issues."As part of the job-crafting process,she decided on a strategy for delegating and outsourcing(外包)more of her administrative responsibilities.In contrast to business books that counsel,managers to influence workers through incentives,job-crafting focuses on what employees themselves can do to re-envision and adjust what they do every day.Given that according to the Bureau of LaborStatistics,it now takes the average job seeker more than six months to find a new position,it’s crucial to make the most of the job you’ve got.Step3:Identify Job Loves and HatesBy reorienting(使适应)how you think about your job,you free yourself up for new ideas about how to restructure your workday time and energy.Take an IT worker who hates dealing with technologically incompetent callers.He might enjoy teaching more than customer service.By spending more time instructing colleagues--and treating help-line callers as curious students of tech--thedisgruntled IT person can make the most of his9-to-5position.Dutton,a professor at the University of Michigan’s Ross School of Business, says she has seen local auto-industry workers benefit from the job-crafting process. "They come in looking worn down,but after spending two hours on this exercise,they come away thinking about three or four things they can do differently.""They start to recognize they have more control over their work than they realized," says Dutton,who parmered with Wrzesniewski on the original job-crafting research.Step4:Put Your Ideas into Action To conclude the job-crafting process, participants list specific follow-up steps:Many plan a one-0n-one meeting with a supervisor to propose new project ideas.Others connect with colleagues to talk about trading certain tasks.Berg says as long as their goals are met,many managers are happy to let employees adjust how they work.Job-crafting isn’t about revenue,per se,but juicing up(活跃)employee engagement may end up beefing up the bottom line.Amid salary,job and benefit cuts, more and more workers are disgruntled.Surveys show that more than50%aren’t happy with what they do.Dutton,Berg and Wrzesniewski argue that emphasizing enjoyment can boost efficiency by lowering turnover rates and jacking up productivity.Job-crafting won’t rid you of a lousy boss or a subpar salary,but it does offer some remedies for job dissatisfaction.If you can’t ditch or switch a job,at least make it more likable.注意:此部分试题请在答题卡1上作答;8-10题在答题卡1上。
英语六级课件PPT
(二) 作文评分标准
1. 本题满分为15分。 2.阅卷标准共分五等: 2分、5分、8分、11分及14分。各有
标准样卷一至二份。
3. 阅卷人员根据阅卷标准,对照样卷评分,若认为与某一 分数(如8分)相似,即定为该分数(即8分),若认为 稍优或稍劣于该分数,即可加一分(即9分)或减一分 (即7分).
Listening Comprehension 35 minutes 249分
Reading Comprehension 25 minutes
(Reading in Depth)
178分
Answer Sheet 2
Cloze
15 minutes 71分
Translation
5 minutes 35分
完型填空部分的短文有20个空白,空白处所删去 的词既有实词也有虚词,每个空白为一题,每题 有四个选择项。要求考生根据对文章的理解,选 择一个最佳答案,使短文的意思完整和结构正确。 完型填空部分的短文长度为250~300词;分值 比例为10%,考试时间l5分钟。
写作和翻译
写作(Writing)和翻译(Translation)部分测试学生用英语 进行书面表达的能力,所占分值比例为20%,其中写 作15%,翻译5%,考试时间35分钟。
4)词汇范围不超出《教学要求》中较高要求的词 汇,超出该范围的关键词汇,影响理解时,则以 汉语或英语释义。
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• CET 6 Writing
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高分写作
一、六级写作评分标准
大学英语六级考试作文的目的旨在考核学生英 语书面表达的能力。作文考试时间为30分钟, 要求写出不少于150个词的短文。六级考试作 文的出题方式有:命题作文,看图画或图表作 文,根据所给文章(英文或中文)写出文章摘 要或大意,给出关键词作文等。考试的作文内 容为社会、文化或日常生活的一般常识,不涉 及知识面过广、专业性太强的内容。对作文的 要求是:切题,文理通顺,表达正确,意思连 贯,无重大语言错误。
2012年6月英语六级真题答案(完整版+解析)
2012年6月英语六级答案(完整版)Directions: For this part, you are allowed 30 minutes to write a short essay entitled The Impact of the Internet on Interpersonal Communication. Your essay should start with a brief description of the picture. You should write at least 150 words but no more than 200 words.作文标准版The Impact of the Internet on Interpersonal CommunicationAs is described in the picture, a father asks her daughter how her school today goes on. Instead of answering directly, the daughter tells her father to read her blog. It is common that youngsters nowadays incline to communicate with others on internet increasingly, and lack communication with people around them. With the development of Internet, it has influenced our society to a large extent, especially interpersonal communication.To begin with, we can communicate with others anytime via internet. Otherwise, we would have to arrange our schedules strictly in advance. Also, interpersonal communication through the internet is not restricted by space. For example, in most multinational corporations, instant messages and video conferences help colleagues solve problems timely and efficiently. Last but not least, the internet can greatly speed up our interpersonal communication. Whereas, there are also disadvantages that the internet brings to us. More and more people complained that they have lost face-to-face communicating skills. As a result, people become more and more indifferent to each other in real life. Some netizens who are immersed in virtual world even have difficulty in making friends in reality.In conclusion, communication through the internet could bring us both convenience and inconvenience. We should strike a balance between them and make the best of the internet.【解析】这次的六级写作是请考生谈谈网络对人际交流的影响。
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12月英语六级快速阅读真题 2011年12月英语六级快速阅读真题原文是选自英国卫报!原文发自2009年8月,题目"Google's plan for world's biggest online library: philanthropy or act of piracy?" 谷歌欲建立全球最大线上图书馆:是做慈善、还是抢劫? (蓝色部分为考试节选) Google's plan for world's biggest online library: philanthropy or act of piracy? Google has already scanned 10 million books in its bid to digitise the contents of the world's major libraries, but a copyright battle now threatens the project, with Amazon and Microsoft joining authors and publishers opposed to the scheme. In recent years the world's most venerable libraries have played host to some incongruous visitors. In dusty nooks and far-flung stacks, teams of workers dispatched by Google have been beavering away to make digital copies of books. So far, Google has scanned more than 10 million titles from libraries in America and Europe – including half a million volumes held by the Bodleian in Oxford. The exact method it uses is unclear; the company does not allow outsiders to observe the process. Why is Google undertaking such a venture, so seemingly out-of-kilter with its snazzy, hi-tech image? Why is it even interested in all those out-of-print library books, most of which have been gathering dust on forgotten shelves for decades? The company claims its motives are essentially public-spirited. Its overall mission, after all, is to "organise the world's information", so it would be odd if that information did not include books. Like the Ancient Egyptians who attempted to build a library at Alexandria containing all the known world's scrolls, Google executives talk of constructing a universal online archive, a treasure trove of knowledge that will be freely available – or at least freely searchable – for all. The company likes to present itself as having lofty, utopian aspirations. "This really isn't about making money" is a mantra. "We are doing this for the good of society." As Santiago de la Mora, head of Google Books for Europe, puts it: "By making it possible to search the millions of books that exist today, we hope to expand the frontiers of human knowledge." Dan Clancy, the chief architect of Google Books, offers an analogy with the invention of the Gutenberg press – Google's book project, he says, will have a similar democratising effect. He talks of people in far-flung parts being able to access knowledge as never before, of search queries leading them to the one, long out-of-print book they need. And he does seem genuine in his conviction that this is primarily a philanthropic exercise. "Google's core business is search and find, so obviously what helps improve Google's search engine is good for Google," he says. "But we have never built a spreadsheet outlining the financial benefits of this, and I have never had to justify the amount I am spending to the company's founders." It is easy, talking to Clancy and his colleagues, to be swept along by their missionary zeal. But Google's book-scanning project is proving controversial. Several opponents have recently emerged, ranging from rival tech giants such as Microsoft and Amazon to small bodies representing authors and publishers across the world. In broad terms, these opponents have levelled two sets of criticisms at Google. First, they have questioned whether the primary responsibility for digitally archiving the world's books should be allowed to fall to a commercial company. In a recent essay in the New York Review of Books, Robert Darnton, the head of Harvard University's library, argued that because such books are a common resource – the possession of us all – only public, not-for-profit bodies should be given the power to control them. The second, related criticism is that Google's scanning of books is actually illegal. This allegation has led to Google becoming mired in a legal battle whose scope and complexity makes the Jarndyce and Jarndyce case in Bleak House look straightforward. At its centre, however, is one simple issue: that of copyright. The inconvenient fact about most books, to which Google has arguably paid insufficient attention, is that they are protected by copyright. Copyright laws differ from country to country, but in general protection extends for the duration of an author's life and for a substantial period afterwards, thus allowing the author's heirs to benefit. (In Britain and America, this post-death period is 70 years.) This means, of course, that almost all of the books published in the 20th century are still under copyright – and last century saw more books published than in all previous centuries combined. Of the roughly 40 million books in US libraries, for example, an estimated 32 million are in copyright. Of these, some 27 million are out of print.