英语6
12月英语六级CET6真题【VIP专享】
样卷Section One Reading Comprehension (30 points)Directions:There are 3 reading passages in this part. 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 correspondingletter on the Answer Sheet with a single line through the centre.Passage OneQuestions 1 to 5 are based on the following passage:People landing at London’s Heathrow airport have something new to look at as they fly over Britain’s capital city. It is attractive, simple and a little strange. The Millennium Dome (千禧穹顶) is a huge semi-circle of plastic and steel and it contains the largest public space in the world. It has been built to house an exhibition of all that is best in British life, learning and leisure.The Millennium Dome was designed by Sir Richard Rogers, one of Britain’s most famous architects. His work points the way to new developments in building. Think of it as a giant symbol of the buildings in which we will all be living and working in the near future.Buildings are also a part of history. They express the culture of the times. Sir Richard Rogers is aware of this responsibility. While different designers have individual styles, their work also has a common style. That is: to express the values of the information age.What is an “information age” building? The Dome is a good example. After the Millennium exhibition ends, it will be used for another purpose. Just as people no longer have “jobs for life”, modern buildings are designed for a number of different uses.Another Richard Roger’s building, the Pompidou Center in France, uses the idea that information is communication. Instead of being hidden in the walls, heating pipes and elevators are open to public view. The Pompidou Center is a very honest building. It tells you how it works.1. The Millennium Dome has been originally built to hold an exhibition _______ .A)of different building designsB)of everything that can draw the attention of peopleC)of the finest things in BritainD)of recent developments in information technology2. The sentence “His work points the way to new developments in building” (Line 2, Para 2) implies that the designer Sir Richard Rogers ________ .A)has developed a new set of building standardsB)strictly follows the tradition in his workC)is a pioneer architect of his ageD)is quite different from other architects3. Sir Richard Rogers clearly knows that it is his duty to ________ .A)create something out of a unique styleB)house those who will often change their jobsC)make his buildings historic onesD)construct a building that can express the culture of the modern age4. The Pompidou Center in France is outstanding in the fact that ________ .A)people in it are able to visit each other convenientlyB)visitors can see clearly the structure and facilities of the whole buildingC)it makes use of the best techniques invented in the information ageD)it was designed and built by an honest British designer5. The passage mainly tells us about ________ .A)the unique contribution of a famous architectB) a few developments in house-buildingC)the common features of British and French buildingsD)modern buildings of various stylesPassage TwoQuestions 6 to 10 are based on the following passage:Many people believe that the glare from snow causes snow-blindness. Yet, whether they wear dark glasses or not, they still find themselves suffering from headaches and watering eyes, and even snow-blindness, when exposed to several hours of “snow light”.The United States Army has now determined that glare from snow does not cause snow-blindness in troops in a snow-covered country. Rather, a man’s eyes frequently find nothing to focus on in the broad snow-covered terrain (地形). So his gaze continually moves back and forth over the entire landscape in search of something to look at. Finding nothing, hour after hour, the eyes never stop searching and eyeballs become sore and the eye muscles ache. Nature offers this irritation by producing more and more fluid which covers the eyeball. The fluid covers the eyeball in increasing quantity until vision blurs, and the result is total, even though temporary, snow-blindness.Experiments led the army to a simple method of overcoming this problem. Scouts (侦察员) ahead of a main body of troops are trained shake snow from evergreen bushes, creating a dotted line as they cross completely snow-covered landscape. Even the scouts themselves throw lightweight, dark colored objects ahead on which they too can focus. The men following can then see something. Their gaze is arrested. Their eyes focus on a bush and having found something to see, stop scouring (急速走遍) the snow-covered landscape. By focusing their attention on one object at a time, the men can cross the snow without becoming hopelessly snow-blind or lost. In this way the problem of crossing a solid white terrain is overcome.6. To prevent headaches, watering eyes and even blindness caused by the glare from snow, a pair of dark glasses is ________ .A) rather effective B) of little useC) a necessary tool D) the only choice7. If a person walks in a snow-covered terrain, his eyeballs might become sore because ________ .A)tears cover his eyeballsB)his eyes are irritated by bright sunlightC)his eyes are irritated by bright snow lightD)his eyes keep searching for something to look at8. It can be inferred from the passage that snow-blindness results from ________ .A)long exposure to glare from snowB) a temporary loss of visionC)failure to focus on dark colored objectsD)headaches and watering eyes9. The scouts shake snow from evergreen bushes in order to ________ .A)give the men behind something to seeB)beautify the landscapeC)warm themselves in the coldD)prevent the men behind from losing their way10. The best title for this passage could be ________ .A)Snow-blindness and How to Overcome ItB)Nature’s Cure for Snow-blindnessC)Scouts in The Snow-covered LandscapeD)The Cause of Snow-blindnessPassage ThreeQuestions 11 to 15 are based on the following passage:We’ve all faced failure in our lives. No one goes through life unharmed. We can only hope that our failures will be mixed with our successes, and we will have had a life well lived.Still, while there are no guarantees that you never fail, there are ways in which you can turn the odds (机会) more in your favor. Specifically, success is most closely related to your reaction to your unavoidable failures. This is true not only for you personally, but also in your role as a business manager and leader.When an organization is trying something new, mistakes are unavoidable. It is up to the leader to create an environment where people aren’t afraid to fail. Mistakes should be seen as a necessary part of the organizational process. Errors are simply a normal by-product of pursuing excellence.Obviously, some mistakes are easier to tolerate (容忍) than others. Action should be taken when an error is made, but, usually, it should be corrective action rather than blame. Mistakes present a unique opportunity to teach and develop your staff. Growth and success can’t come without risk taking, and progress doesn’t happen without mistakes.As a leader, one of the ways I’ve approached errors is by judging whether the action taken was a “mistake of the heart” or a “mistake of the head”. A mistake of the heart is a situation where such an employee does something wrong on purpose and tries to get away with it. I tend to be very serious in such situations. A mistake of the head happens when an employee is working hard to dothe right thing, but for some reason, it doesn’t turn out that way. I dent do be very lenient (宽容的) on these types of mistakes. In fact, I have even praised people for making a mistake because their intentions were so good.The goal for a leader isn’t to avoid all possible failures. It’s to avoid errors that can be easily predicted, as well as risks that aren’t worth the possible costs. Good leaders are willing to take risks to improve their operations. If you never try anything new, you can’t possibly hope to improve. This is true for individuals, and it’s true for organizations.11. The passage is chiefly intended to give advice to ________ .A) business leaders B) the average manC) employees D) losers12. What is the author’s overall attitude toward failures?A)Failures naturally lead to successes.B)We can often predict failures and avoid them.C)We should try our best to avoid failures because they are very harmful.D)Failures may be unavoidable, but we can learn to benefit from them.13. According to the passage, it is essential that an organization leader should ________ .A)be strict with any mistakesB)put up with any mistakesC)pay no attention to the employee’s mistakesD)take a corrective attitude towards mistakes14. The phrase “get away with” (Line 3, Para 5) could probably mean “________”.A) get rid of B) do without being punishedC) correct D) stick to15. The author illustrates his viewpoint by ________ .A)introducing his own experienceB)giving examples which are set by other peopleC)pointing out the harm of mistakesD)making a comparison between successes and failuresSection Two Vocabulary & Structure(30 points)Directions: There are 15 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the centre.16. My father is a lawyer, and he ________ me from entering the field.A) disappointed B) discouragedC) depressed D) disqualified17. Your work plan is ________, so we can build the bridge immediately.A) flexible B) sustainableC) feasible D) stable18. He gave his son some money for the ________ of his school books.A) pursuit B) persuasionC) purse D) purchase19. He was shocked when there was such a(n) ________ for education all around him.A) thirst B) opportunityC) stock D) pray20. Having found that my wallet is not that fat, I decide to ________ vacation.A) fall back on B) cut back onC) sit back on D) run back on21. We are looking for people who are ________ about the oil and banking industries.A) intelligent B) familiarC) knowledgeable D) acquainted22. When I think of it now, I ________ at how much courage it must have taken for a grown man to subject himself to such stress and indignity.A) marvel B) confuseC) amaze D) admire23. My father was ________ crippled and very short, and when we would walk together, people would stare.A) precisely B) vaguelyC) severely D) vicariously24. ________ we know each other a little better, we get along fine.A) Now that B) Suppose thatC) Since that D) Because of25. Each of my students has the ________ of being an excellent student.A) reliability B) responsibilityC) capability D) sociability26. We ________ the situation very carefully before we made our decision.A) evaluated B) valuatedC) valued D) solved27. A loser tries to manipulate others into ________ his expectations.A) facing up to B) standing up toC) living up to D) giving up to28. What can you ________ for the pain in my back, doctor?A) diagnose B) determineC) prescribe D) cure29. She looked as if she ________ a ghost (鬼).A) would have seen B) should have seenC) had seen D) must have seen30. The final buying decision ________ with my father in my family.A) depends B) countsC) rests D) consistsSection Three Translation from Chinese into English (20 points)Directions:In this section, there are five sentences. Translate the following sentences into English.31. 他走得慢是因为他腿有毛病。
大学英语6级真题（三套全）
大学英语6级真题（三套全）2014年6月大学英语六级真题(第一套) PartI Writing ( 30minutes)Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to put allyour eggs in one basket. You can give examples to illustrate your point .Youshould write at least 150 words but no more than 200 words.Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise a person bytheir appearance. You can give examples to illustrate your point .You shouldwrite at least 150 words but no more than 200 words.Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to jump toconclusions upon seeing or hearing something. You can give examples toillustrate your point .You should write at least 150 words but no more than 200words.Part Ⅱ Listening Comprehension (30 minutes)Section ADirections:In this section,youwill hear 8 short conversations and 2 long conversations.At the end of eachconversation, one or more questions will be asked about what was said.Both theconversation and the questions will be spoken only once.After each questionthere will be a pause.During the pause,you must read the four choices markedA),B),C)and D),and decide which is the best answer.Then mark the correspondingletter on Answer Sheet1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。
新编英语教程6下课文（ANEWENGLISHCOURSE6：Unit9-12TextI）
Unit Nine Text I A Red Light for Scofflaws Frank Trippettw-and-order is the longest-running and probably the best-loved political issue in U.S. history. Y et it is painfully apparent that millions of Americans who would never think of themselves as lawbreakers, let alone criminals, are taking increasing liberties with the legal codes that are designed to protect and nourish their society. Indeed, there are moments today—amid outlaw litter, tax cheating, illicit noise and motorized anarchy—when it seems as though the scofflaw represents the wave of the future. Harvard Sociologist David Riesman suspects that a majority of Americans have blithely taken to committing supposedly minor derelictions as a matter of course. Already, Riesman says, the ethic of U.S. society is in danger of becoming this: "Y ou're a fool if you obey the rules."2.Nothing could be more obvious than the evidence supporting Riesman. Scofflaws abound in amazing variety. The graffiti-prone turn public surfaces into visual rubbish. Bicyclists often ride as though two-wheeled vehicles are exempt from all traffic laws. Litterbugs convert their communities into trash dumps. Widespread flurries of ordinances have failed to clear public places of high-decibel portable radios, just as earlier laws failed to wipe out the beer-soaked hooliganism that plagues many parks. Tobacco addicts remain hopelessly blind to signs that say NO SMOKING. Respectably dressed pot smokers no longer bother to duck out of public sight to pass around a joint. The flagrant use of cocaine is a festering scandal in middle-and upper-class life. And then there are (hello, Everybody!) the jaywalkers.3.The dangers of scofflawry vary wildly. The person who illegally spits on the sidewalk remains disgusting, but clearly poses less risk to others than the company that illegally buries hazardous chemical waste in an unauthorized location. The fare beater on the subway presents less threat to life than the landlord who ignores fire safety statutes. The most immediately and measurably dangerous scofflawry, however, also happens to be the most visible. The culprit is the American driver, whose lawless activities today add up to a colossal public nuisance. The hazards range from routine double parking that jams city streets to the drunk driving that kills some 25,000 people and injures at least 650,000 others yearly. Illegal speeding on open highways? New surveys show that on some interstate highways 83% of all drivers are currently ignoring the federal 55 m.p.h. speed limit.4.The most flagrant scofflaw of them all is the red-light runner. The flouting of stop signals has got so bad in Boston that residents tell an anecdote about a cabby who insists that red lights are "just for decoration." The power of the stoplight to control traffic seems to be waning everywhere. In Los Angeles, red-light running has become perhaps the city's most common traffic violation. In New Y ork City, going through an intersection is like Russian roulette. Admits Police Commissioner Robert J. McGuire: "Today it's a 50-50 toss-up as to whether people will stop for a red light." Meanwhile, his own police largely ignore the lawbreaking.5.Red-light running has always been ranked as a minor wrong, and so it may be in individual instances. When the violation becomes habitual, widespread and incessant, however, a great deal more than a traffic management problem is involved. The flouting of basic rules of the road leaves deep dents in the social mood. Innocent drivers and pedestrians pay a repetitious price in frustration, inconvenience and outrage, not to mention a justified sense of mortal peril. The significance of red-light running is magnified by its high visibility. If hypocrisy is the tribute that vice pays to virtue, then furtiveness is the true outlaw's salute to the force of law-and-order. Thered-light runner, however, shows no respect whatever for the social rules, and society cannot help being harmed by any repetitious and brazen display of contempt for the fundamentals of order. 6.The scofflaw spirit is pervasive. It is not really surprising when schools find, as some do, that children frequently enter not knowing some of the basic rules of living together. For all their differences, today's scofflaws are of a piece as a symptom of elementary social demoralization—the loss by individuals of the capacity to govern their own behavior in the interest of others.7.The prospect of the collapse of public manners is not merely a matter of etiquette. Society's first concern will remain major crime (see Cover Story), but a foretaste of the seriousness of incivility is suggested by what has been happening in Houston. Drivers on Houston freeways have been showing an increasing tendency to replace the rules of the road with violent outbreaks. Items from the Houston police department's new statistical category—freeway traffic violence: 1) Driver flashes high-beam lights at car that cut in front of him, whose occupants then hurl a beer can at his windshield, kick out his tail lights, slug him eight stitches' worth. 2) Dump-truck driver annoyed by delay batters trunk of stalled car ahead and its driver with steel bolt. 3) Hurrying driver of 18-wheel truck deliberately rear-ends car whose driver was trying to stay within 55 m.p.h. limit. The Houston Freeway Syndrome has fortunately not spread everywhere. But the question is: Will it?8.Americans are used to thinking that law-and-order is threatened mainly by stereotypical violent crime. When the foundations of U.S. law have actually been shaken, however, it has always been because ordinary law-abiding citizens took to skirting the law. Major instance: Prohibition. Recalls Donald Barr Chidsey in On and Off the Wagon: "Lawbreaking proved to be not painful, not even uncomfortable, but, in a mild and perfectly safe way, exhilarating." People wiped out Prohibition at last not only because of the alcohol issue but because scofflawry was seriously undermining the authority and legitimacy of government. Ironically, today's scofflaw spirit, whatever its undetermined origins, is being encouraged unwittingly by government at many levels. The failure of police to enforce certain laws is only the surface of the problem; they take their mandate from the officials and constituents they serve. Worse, most state legislatures have helped subvert popular compliance with the federal 55 m.p.h. law, some of them by enacting puny fines that trivialize transgressions. On a higher level, the Administration in Washington has dramatized its wish to nullify civil rights laws simply by opposing instead of supporting certain court-ordered desegregation rulings. With considerable justification, environmental groups, in the words of Wilderness magazine, accuse the Administration of "destroying environmental laws by failing to enforce them, or by enforcing them in ways that deliberately encourage noncompliance." Translation: scofflawry at the top.9.The most disquieting thing about the scofflaw spirit is its extreme infectiousness. Only a terminally foolish society would sit still and allow it to spread indefinitely.From: M. A. Miller, pp. 266-269Unit Ten Text I Straight-A Illiteracy James P. Degnan1.Despite all the current fuss and bother about the extraordinary number of ordinary illiterates who overpopulate our schools, small attention has been given to another kind of illiterate, an illiterate whose plight is, in many ways, more important, because he is more influential. This illiterate may, as often as not, be a university president, but he is typically a Ph.D., a successful professor and textbook author. The person to whom I refer is the straight-A illiterate, and the following is written in an attempt to give him equal time with his widely publicized counterpart. Comment on the the effect of the present tense, the parallelism, and name of the student, and other linguistic devices used to highlight the problem of this straight-A illiterate.2.The scene is my office, and I am at work, doing what must be done if one is to assist in the cure of a disease that, over the years, I have come to call straight-A illiteracy. I am interrogating, I am cross-examining, I am prying and probing for the meaning of a student’s paper. The student is a college senior with a straight-A average, an extremely bright, highly articulate student who has just been awarded a coveted fellowship to one of the nation’s outstanding graduate schools. He and I have been at this, have been going over his paper sentence by sentence, word by word, for an hour. “The choice of exogenous variables in relation to multi-colinearity,” I hear myself reading from his pape r, “is contingent upon the derivations of certain multiple correlation coefficients.” I pause to catch my breath. “Now that statement, I address the student --- whom I shall call, allegorically, Mr. Bright —“that statement, Mr. Bright, what on earth does it mean?” Mr. Bright, his brow furrowed, tries mightily. Finally, with both of us combining our linguistic and imaginative re-sources, finally, after what seems another hour, we decode it. We decide exactly what it is that Mr. Bright is trying to say, what he really wants to say, which is: “Supply determines demand.”3.Over the past decade or so, I have known many students like him, many college seniors suffering from Bright’s disease. It attacks the best minds, and gradually destroys the critical faculties, making it impossible for the sufferer to detect gibberish in his own writing or in that of others. During the years of higher education it grows worse, reaching its terminal stage, typically, when its victim receives his Ph.D. Obviously, the victim of Br ight’s disease is no ordinary illiterate. He would never turn in a paper with misspellings or errors in punctuation; he would never use a double negative or the word “irregardless.” Nevertheless, he is illiterate, in the worst way: he is incapable of saying, in writing, simply and clearly, what he means. The ordinary illiterate --- perhaps providentially protected from college and graduate school --- might say: “Them people down at the shop better stock up on what our customers need, or we ain’t gonna be in business long.” Not our man. Taking his cue from years of higher education, years of reading the textbooks and professional journals that are the major sources of his affliction, he writes: “The focus of concentration must rest upon objectives centered around the knowledge of customer areas so that a sophisticated awareness of those areas can serve as an entrepreneurial filter to screen what is relevant from what is irrelevant to future commitments.” For writing such gibberish he is awarded straight As on his papers (both samples quoted above were taken from papers that received As), and the opportunity to move, inexorably, toward his fellowship and eventual Ph.D.4.As I have suggested the major cause of such illiteracy is the stuff --- the textbooks and professional journals --- the straight-A illiterate is forced to read during his years of higher education. He learns to write gibberish by reading it, and by being taught to admire it asprofundity. If he is majoring in sociology, he must grapple with such journals as the American Sociological Review, journals bulging with barbarous jargon, such as “ego-integrative action orientation”and “orientation toward improvement of the gratificational-deprivation balance of the actor” (the latter of which monstrous phr ases represents, to quote Malcolm Cowley, the sociologist’s way of saying “the pleasure principle”). In such journals, Mr. Cowley reminds us, two things are never described as being “alike.” They are “homologous” or “isomorphic. Nor are things simply “different.” They are “allotropic.” In such journals writers never “divide anything.” They “dichotomize” or “bifurcate” things.From: M. A. Miller, pp. 355-358Unit Eleven Text I On Consigning Manuscripts to Floppy Discs and Archives to OblivionWillis E. McNelly1.Manuscripts, those vital records of an author’s creative process, are an endangered species. The advent of word processors, and their relatively low cost together with increasing simplic ity, means that even impoverished, unpublished, would-be write rs’ (as well as the Names who top the best-seller list) have turned to their Wangs, IBMs and Apples, inserted Wordstar, Scriptsit or Apple Writer programs and busily begun writing, editing and revising their creative efforts. The result? A floppy disc!2.We should deplore the disappearance of manuscripts. How can anyone, student or scholar, learn anything about the creative process from a floppy disc? Can this wobbly plastic reveal the hours, the endless hours, where beauty was born out of its own despair (as William Butler Y eats put it) and blear-eyed wisdom out of midnight oil? Manuscripts are these records of creative agony, often sweat-stained, coffee-splattered or cigarette-charred. Manuscripts tell us what went on in a writer’s soul, how he or she fel t during the agony of creation. Edna St.V incent Millay may have burned the candle at both ends and wondered at its lovely light, but her first I drafts are treasures for future generations.3.Imagine if Yeats had written those magnificent lyrics celebrating his futile love for Maud Gonne on a word processor! No floppy disc can possibly reveal the depth of his sorrow. Almost a century later his manuscripts in the National Library in Dublin still glow with the power of his passion. They tell young, wan poets of either sex that faded tearstains are not new, that their feelings, hopes, despairs, loves and losses are actually eternal. Suppose Ray Bradbury had written “Fahrenheit 451” on a Wang. How appropriate, even ironic, it might have been had his various drafts gone the way of the burning books that he deplores and disappeared into a memory bank.4.Fortunately, any student of writing can inspect those same drafts in the Special Collections Library of California State University, Fullerton. Novices and professionals alike can examine how a brief story, “The Fireman,” grew into an unpublished novelette, “Fire Burn, Fire Burn!” and then developed into another longer version, “The Hearth and the Salamander,” also unpublished. The final copy (complete with an occasional typo, since it was typed by the author himself) is available for inspection. On these pages Bradbury’s own bold handwriting has substituted a vivid verb for a flabby one, switched a sentence or two around, sharpened or sometimes eliminated an adjective, substituted a better noun. The manuscript provides a perfect example of the artist at work. We would never see that kind of development or final polishing on any number of floppy discs.5.Moreover, put a lot of manuscripts together and you have an archive. Memoranda, diaries, journals, jottings, first, second and third drafts --- these archives are important to all of us. The archives of a city are often musty collections of scribbled scraps of paper, meaningful doodles about boundary lines or endless handwritten records of marriages, divorces, deeds, births and deaths. Our country’s archives of all kinds are a priceless heritage. The National Archives is jammed with ragged papers, preserved for the scrutiny of historians.6.Manuscripts tell us how Thomas Jef ferson’s mind worked as he drafted the Declaration of Independence. A famous letter to the president of Y ale informs us of Benjamin Franklin’s true feelings about religion. We’ve learned volumes from the diaries, papers, letters and exhortations of those who put our Constitution together. Would we know as much if they had done it all on a newfloppy disc? Unthinkable!7.Similarly, would letters from famous men and women spewed out on a dot-matrix printer have the same fascination as an original holograph? Would a machine-signed, mass-produced letter generated in some White House basement have the same emotional impact --- or the same value, for that matter --- as a handwritten letter mailed by Citizen Ronald Reagan in 1965, complete with hand-addressed envelope and canceled 5-cent stamp? Hardly.8.James Joyce once wrote that the errors of an artist are the portals of discovery. Unfortunately, we’ll never know of those errors if clean, neat, immaculate but errorless floppy discs replace tattered, pen-scratched, scissored, taped, yellowed, rewritten, retyped manuscripts. Libraries preserve them, students learn from them, auctioneers cry them at fabulous prices, owners cherish them. And word processors totally eliminate them. Our loss would be incalculable.9.Manuscripts are our gift to our heritage, and we have no right to deprive future generations of learning how we think and feel, simply because we find word processing more convenient. Patiently corrected manuscripts, not floppy discs, can tell any novice writer or future historian that writing is hard work, that it takes vision and revision alike --- and that it should be done on paper, not with electrons on a screen.From: J. R. McCuen and A. C. Winkler, pp. 512-515Unit Twelve Text I Grant and Lee: A Study in Contrasts Bruce Catton1.When Ulysses S. Grant and Robert E. Lee met in the parlor of a modest house at Appomattox Court House’, V irginia, on April 9, 1865, to work out the terms for the surrender of Lee’s Army of Northern V irginia, a great chapter in American life came to a close, and a great new chapter began.2.These men were bringing the Civil War to its virtual finish. To be sure, other armies had yet to surrender, and for a few days the fugitive Confederate government would struggle desperately and vainly, trying to find some way to go on living now that its chief support was gone. But in effect it was all Over when Grant and Lee signed the papers. And the little room where they wrote out the terms was the scene of one of the poignant, dramatic contrasts in American history.3.They were two strong men, these oddly different generals, and they represented the strengths, of two conflicting currents that, through them, had come into final collision.4.Back ofRobert E. Lee was the notion that the old aristocratic concept might somehow survive and be dominant in American life.5.Lee was tidewater V irginia, and in his background were family, culture, and tradition… the age of chivalry transplanted to a New World which was making its own legends and its own myths. He embodied a way of life that had come down through the age of knighthood and the English country squire. America was a land that was beginning all over again, dedicated to nothing much more complicated than the rather hazy belief that all men had equal rights and should have an equal chance in the world. In such a land Lee stood for the feeling that it was somehow of advantage to human society to have a pronounced inequality in the social structure. There should be a leisure class, backed by ownership of land; in turn, society itself should be keyed to the land as the chief source of wealth and influence. It would bring forth (according to this ideal) a class of men with a strong sense of obligation to the community; men who lived not to gain advantage for themselves, but to meet the solemn obligations which had been laid on them by the very fact that they were privileged. From them the country would get its leadership; to them it could look for the higher values --- of thought, of conduct, of personal deportment --- to give it strength and virtue.6.Lee embodied the noblest elements of this aristocratic ideal. Through him, the landed nobility justified itself. For four years, the Southern states had fought a desperate war to uphold the ideals for which Lee stood. In the end, it almost seemed as if the Confederacy fought for Lee; as if he himself was the Confederacy... the best thing that the way of life for which the Confederacy stood could ever have to offer. He had passed into legend before Appomattox. Thousands of tired, underfed, poorly clothed Confederate soldiers, long since past the simple enthusiasm of the early days of the struggle, somehow considered Lee the symbol of everything for which they had been willing to die. But they could not quite put this feeling into words. If the Lost Cause, sanctified by so much heroism and so many deaths, had a living justification, its justification was General Lee.7.Grant, the son of a tanner on the Western frontier, was everything Lee was not. He had come up the hard way and embodied nothing in particular except the eternal toughness and sinewy fiber of the men who grew up beyond the mountains. He was one of a body of men who owed reverence and obeisance to no one, who were self-reliant to a fault, who cared hardly anything for the past hut who had a sharp eye for the future.8.These frontier men were the precise opposites of the tidewater aristocrats. Back of them, in the great surge that had taken people over the Alleghenies and into the opening Western country, there was a deep, implic it dissatisfaction with a past that had settled into grooves. They stood fordemocracy, not from any reasoned conclusion about the proper ordering of human society, but simply because they had grown up in the middle of democracy and knew how it worked. Their society might have privileges, but they would be privileges each man had won for himself. Forms and patterns meant nothing. No man was born to anything, except perhaps to a chance to show how far he could rise. Life was competition.9.Y et along with this feeling had come a deep sense of belonging to a national community. The Westerner who developed a farm, opened a shop, or set up in business as a trader, could hope to prosper only as his own community prospered --- and his community ran from the Atlantic to the Pacific and from Canada down to Mexico. If the land was settled, with towns and highways and accessible markets, he could better himself. He saw his fate in terms of the nation’s own destiny. As its horizons expanded, so did his. He had, in other words, an acute dollars-and cents-stake in the continued growth and development of his country.10.And that, perhaps, is where the contrast between Grant and Lee becomes most striking. The Virginia aristocrat, inevitably, saw himself in relation to his own region. He lived in a static society which could endure almost anything except change. Instinctively, his first loyalty would go to the locality in which that society existed. He would fight to the limit of endurance to defend it, because in defending it he was defending everything that gave his own life its deepest meaning.11.The Westerner, on the other hand, would fight with an equal tenacity for the broader concept of society. He fought so because everything he lived by was tied to growth, expansion, and a constantly widening horizon. What he lived by would survive or fall with the nation itself. He could not possibly stand by unmoved in the face of an attempt to destroy the Union. He would combat it with everything he had, because he could only see it as an effort to cut the ground out from under his feet.12.So Grant and Lee were in complete contrast, representing two diametrically opposed elements in American life. Grant was the modern man emerging; beyond him, ready to come on the stage, was the great age of steel and machinery, of crowded cities and a restless burgeoning vitality. Lee might have ridden down from the old age of chivalry, lance in hand, silken banner fluttering over his head. Each man was the perfect champion of his cause, drawing both his strengths and his weaknesses from the people he led.13.Y et it was not all contrast, after all. Different as they were — in background, in personality, in underlying aspiration --- these two great soldiers had much in common. Under everything else, they were marvelous fighters. Furthermore, their fighting qualities were really very much alike. 14.Each man had, to begin with, the great virtue of utter tenacity and fidelity. Grant fought his way down the Mississippi V alley in spite of acute personal discouragement and profound military handicaps. Lee hung on in the trenches at Petersburg after hope itself had died. In each man there was an indomitable quality… the born fighter’s refusal to give up as long as he can still remain on his feet and lift his two fists.15.Daring and resourcefulness they had, too; the ability to think faster and move faster than the enemy. These were the qualities which gave Lee the dazzling campaigns of Second Manassas and Chancellorsville and won Vicksburg for Grant.stly, and perhaps greatest of all, there was the ability, at the end, to turn quickly from war to peace once the fighting was over. Out of the way these two men behaved at Appomattox came the possibility of a peace of reconciliation. It was a possibility not wholly realized, in the years to come, but which did, in the end, help the two sections to become one nation again…after a warwhose bitterness might have seemed to make such a reunion wholly impossible. No part of either man’s life became him more than t he part he played in this brief meeting in the McLean house at Appomattox. Their behavior there put all succeeding generations of Americans in their debt. Two great Americans, Grant and Lee --- very different, yet under everything very much alike. Their encounter at Appomattox was one of the great moments of American history.From: K. Flachmann and M. Flachmann, pp. 305-311。
祝女儿英语考6级的祝福语
祝女儿英语考6级的祝福语
亲爱的女儿，我衷心祝贺你即将参加英语六级考试！无论考试结果如何，我都为你感到骄傲。
愿你的努力和勤奋能够在考场上得到充分体现，取得优异的成绩。
在此，我送给你最诚挚的祝福，希望你充满自信地面对考试，发挥出你最出色的才能和实力。
无论结果如何，记住，努力奋斗的过程比结果更为重要。
希望你能够从这次考试中学到更多的知识和经验，不断提升自己的英语水平。
无论何时何地，我都将一直支持你，为你加油！祝你考试顺利，取得优异的成绩！
亲爱的女儿，祝福你英语考试顺利！六级是一个重要的里程碑，希望你能够充分展示自己的实力，取得优异的成绩。
无论考试中遇到什么困难，相信你经过长时间的努力和准备，一定能够应对自如。
记住，相信自己的能力，相信你的努力，相信你的潜力。
无论结果如何，我们都会一直支持你，为你感到骄傲！加油！。
2019年6月大学英语六级真题试卷(第一套)及答案(含听力原文)
2019年6月大学英语六级考试真题(第1套)Part I Writing (30 minutes) Directions:For this part, you are allowed 30 minutes to write an essay on the importance of team spirit and communication in the workplace. You should write at least 150 words but no more than 200 words.____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________PartⅡ Listening Comprehension (30 minutes) Section ADirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation 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.Questions 1 to 4 are based on the conversation you have just heard.1. A) A six- month-long negotiation. B) Preparations for the party.C) A project with a troublesome client. D) Gift wrapping for the colleagues.2. A) Take wedding photos. B) Advertise her company.C) Start a small business. D) Throw a celebration party.3. A) Hesitant. B) Nervous.C) Flattered. D) Surprised.4. A) Start her own bakery. B) Improve her baking skill.C) Share her cooking experience. D) Prepare food for the wedding.Questions 5 to 8 are based on the conversation you have just heard.5. A) They have to spend more time studying.B) They have to participate in club activities.C) They have to be more responsible for what they do.D) They have to choose a specific academic discipline.6. A) Get ready for a career. B) Make a lot of friends.C) Set a long-term goal. D) Behave like adults.7. A) Those who share her academic interests.B) Those who respect her student commitments.C) Those who can help her when she is in need.D) Those who go to the same clubs as she does.8. A) Those helpful for tapping their potential.B)Those conducive to improving their social skills.C)Those helpful for cultivating individual interests.D)Those conducive to their academic studies.Section BDirections:In this section, you will hear two passages. At the end of each passage, you will hear three or four 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.Questions 9 to 11 are based on the passage you have just heard.9.A) They break away from traditional ways of thinking.B) They are prepared to work harder than anyone else.C) They are good at refining old formulas.D) They bring their potential into full play.10. A) They contributed to the popularity of skiing worldwide.B) They resulted in a brandnew style of skiing techniques.C) They promoted the scientific use of skiing poles.D) They made explosive news in the sports world.11. A) He was recognized as a genius in the world of sports.B)He competed in all major skiing events in the world.C)He won three gold medals in one Winter Olympics.D)He broke three world skiing records in three years.Questions 12 to 15 are based on the passage you have just heard.12. A) They appear restless. B) They lose consciousness.C) They become upset. D) They die almost instantly.13. A) It has an instant effect on your body chemistry.B)It keeps returning to you every now and then.C)It leaves you with a long-lasting impression.D)It contributes to the shaping of you mind.14. A) To succeed while feeling irritated. B) To feel happy without good health.C) To be free from frustration and failure. D) To enjoy good health while in dark moods.15. A) They are closely connected. B) They function in a similar way.C) They are too complex to understand. D) They reinforce each other constantly.Section CDirections:In this section, you will hear three recordings of lectures or talks followed by three or four 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 1with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16. A) They differ in their appreciation of music.B) They focus their attention on different things.C) They finger the piano keys in different ways.D) They choose different pieces of music to play.17. A) They manage to cooperate well with their teammates.B) They use effective tactics to defeat their competitors.C) They try hard to meet the spectators’ expectations.D) They attach great importance to high performance.18. A) It marks a breakthrough in behavioral science.B) It adopts a conventional approach to research.C) It supports a piece of conventional wisdom.D) It gives rise to controversy among experts.Questions 19 to 21 are based on the recording you have just heard.19. A) People’s envy of slim models. B) People’s craze for good health.C) The increasing range of fancy products. D) The great variety of slimming products.20. A) They appear vigorous. B) They appear strange.C)They look charming. D) They look unhealthy.21.A) Culture and upbringing. B) Wealth and social status.C)Peer pressure. D) Media influence.Questions 22 to 25 are based on the recording you have just heard.22. A) The relation between hair and skin. B) The growing interest in skin studies.C)The color of human skin. D) The need of skin protection.23. A) The necessity to save energy. B) Adaptation to the hot environment.C)The need to breathe with ease. D)Dramatic climate changes on earth.24. A) Leaves and grass. B) Man-made shelter.C)Their skin coloring. D) Hair on their skin.25.A) Their genetic makeup began to change. B)Their communities began to grow steadily.C)Their children began to mix with each other.D)Their pace of evolution began to quicken.Part Ⅲ Reading Comprehension (40 minutes) Section ADirections: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.Pasta is no longer off the menu, after a new review of studies suggested that the carbohydrate can form part of a healthy diet, and even help people lose weight. For years, nutritionists have recommended that pasta be kept to a 26 , to cut calories, prevent fat build-up and stop blood sugar 27 up.The low-carbohydrate food movement gave birth to such diets as the Atkins, Paleo and Keto, which advised swapping foods like bread, pasta and potatoes for vegetables, fish and meat. More recently the trend of swapping spaghetti for vegetables has been 28 by clean-eating experts.But now a 29 review and analysis of 30 studies by Canadian researchers found that not only does pasta not cause weight gain, but three meals a week can help people drop more than half a kilogram over four months. The reviewers found that pasta had been unfairly demonized (妖魔化) because it had been 30 in with other, more fat-promoting carbohydrates.“The study found that pasta didn’t 31 to weight gain or increase in body fat,” said lead author Dr John Sievenpiper. “In 32 the evidence, we can now say with some confidence that pasta does not have an 33 effect on body weigh outcomes when it is consumed as part of a healthy dietary pattern.” In fact, analysis actually showed a small weigh loss. So 34 to concerns, perhaps pasta can be part of a healthy diet Those involved in the 35 trials on average ate 3.3 servings of pasta a week instead of other carbohydrates,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.The Best Retailers Combine Bricks and ClicksA) Retail profits are falling sharply. Stores are closing. Malls are emptying. The depressing stories just keep coming. Reading the earnings announcements of large retail stores like Macy’s, Nordstorm, and Target is about as uplifting as a tour of an intensive care unit. The interact is apparently taking do wn yet another industry. Brick and mortar stores (实体店) seem to be going the way of the yellow pages. Sure enough, the Census Bureau just released data showing that online retail sales surged 15.2 percent between the first quarter of 2015 and the first quarter of 2016.B) But before you dump all of your retail stocks, there are more facts you should consider. Looking only at that15.2 percent "surge" would be misleading. It was an increase that was on a small base of 6.9 percent. Even when a tiny number grows by a large percentage terms, it is often still tiny.C) More than 20 years after the internet was opened to commerce, the Census Bureau tells us that brick and mortar sales accounted for 92.3 percent of retail sales in the first quarter of 2016. Their data show that only 0.8 percent of retail sales shifted from offline to online between the beginning of 2015 and 2016.D) So, despite all the talk about drone (无人机) deliveries to your doorstep, all the retail executives expressing anxiety over consumers going online, and even a Presidential candidate exclaiming that Amazon has a "huge antitrust problem," the Census data suggest that physical retail is thriving. Of course, the closed stores, depressed executives, and sinking stocks suggest otherwise. What's the real story?E) Many firms operating brick and mortar stores are in trouble. The retail industry is getting “reinvented,” as we describe in our new book. Matchmakers. It’s standing in the path of what Schumpeter called a gale (大风) of creative destruction. That storm has been brewing for some time, and as it has reached gale force, most large retailers are searching for a response. As the CFO of Macy’s put it recently, “We’re frankly scratching our heads.”F) But it’s not happening as experts predicted. In the peak of the dot. com bubble, brick and mortar retail was one of those industries the internet was going to kill—and quickly. The dot.corn bust discredited most predictions of that sort and in the years that followed, conventional retailers’ confidence in the future increased as Census continued to report weak online sales. And then the gale hit.G) It is becoming increasingly clear that retail reinvention isn’t a simple battle to the death between bricks and clicks. It is about devising retail models that work for people who are making increasing use of a growing array of internet-connected tools to change how they search, shop, and buy. Creative retailers are using the new technologies to innovate just about everything stores do from managing inventory, to marketing, to getting paid.H) More than drones dropping a new supply of underwear on your doorstep, Apple’s massively successful brick-and-mortar-and-glass retail stores and Amazon’s small steps in the same direction are what should keep old-fashioned retailers awake at night. Not to mention the large number of creative new retailers, like Bonobos, that are blending online and offline experiences in creative ways.I) Retail reinvention is not a simple process, and it’s also not happening on what used to be called "Internet Time." Some internet-driven changes have happened quickly, of course. Craigslist quickly overtook newspaper classified ads and turned newspaper economics upside down. But many widely anticipated changes weren’t quick, and some haven’t really started. With the benefit of hindsight (后见之明), it looks like the interact will transform the economy at something like the pace of other great inventions like electricity. B2B commerce, for example, didn’t move mainly online by 2005 as many had predicted in 2000, nor even by 2016, but that doesn’t mean it won’t do so over the next few decades.J) But the gale is still blowing. The sudden decline in foot traffic in recent years, even though it hasn’t been accompanied by a massive decline in physical sales, is a critical warning. People can shop more efficiently online and therefore don’t need to go to as many stores to find what they want. There’s a surplus of physical shopping space for the crowds, which is one reason why stores are downsizing and closing.K) The rise of the mobile phone has recently added a new level of complexity to the process of retail reinvention.Even five years ago most people faced a choice. Sit at your computer, probably at home or at the office, search and browse, and buy. Or head out to the mall, or Main Street, look and shop, and buy. Now, just about everyone has a smartphone, connected to the internet almost everywhere almost all the time. Even when a retailer gets a customer to walk in the store, she can easily see if there’s a better deal online or at another store nearby.L) So far, the main thing many large retailers have done in response to all this is to open online stores, so people will come to them directly rather than to Amazon and its smaller online rivals．Many are having the same problem that newspapers have. Even if they get online traffic, they struggle to make enough money online to compensate for what they are losing offline.M) A few seem to be making this work．Among large traditional retailers, Walmart recently reported the best results, leading its stock price to surge, while Macy’s, Target, and Nordstrom’s dropped. Yet Walmart’s year-over-year online sales only grew 7 percent, leading its CEO to lament (哀叹), “Growth here is too slow．”Part of the problem is that almost two decades after Amazon filed the one．click patent, the online retail shopping and buying experience is filled with frictions．A recent study graded more than 600 internet retailers on how easy it was for consumers to shop, buy, and pay．Almost half of the sites didn’t get a passing grade and only 18 percent got an A or B．N) The turmoil on the ground in physical retail is hard to square with the Census data．Unfortunately, part of the explanation is that the Census retail data are unreliable．Our deep 100k into those data and their preparation revealed serious problems．It seems likely that Census simply misclassifies a large chunk of online sales．It is certain that the Census procedures, which lump the online sales of major traditional retailers like Walmart with“non-store retailers"1ike food trucks．can mask major changes in individual retail categories．The bureau could easily present their data in more useful ways．but they have chosen not to．O) Despite the turmoil, brick and mortar won’t disappear any time soon．The big questions are which, if any, of the large traditional retailers will still be on the scene in a decade or two because they have successfully reinvented themselves, which new players will operate busy stores on Main Streets and maybe even in shopping malls, and how the shopping and buying experience will have changed in each retail category．Investors shouldn’t write off brick and mortar．Whether they should bet on the traditional players who run those stores now is another matter36.Although online retailing has existed for some twenty years, nearly half of the internet retailers still fail to receive satisfactory feedback from consumers, according to a recent survey．37.Innovative retailers integrate internet technologies with conventional retailing to create new retail models．38.Despite what the Census data suggest, the value of physical retail’s stocks has been dropping．39.Innovative-driven changes in the retail industry didn’t take place as quickly as widely anticipated．40. Statistics indicate that brick and mortar sales still made up the lion’s share of the retail business.41. Companies that successfully combine online and offline business models may prove to be a big concern for traditional retailers.42.Brick and mortar retailers’ faith in their business was strengthened when the dot com bubble burst.43. Despite the tremendous challenges from online retailing, traditional retailing will be here to stay for quite some time.44. With the rise of online commerce, physical retail stores are likely to suffer the same fate as i the yellow pages.45. The wide use of smartphones has made it more complex for traditional retailers to reinvent their business. Section CDirections: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 OneQuestions 46 to 50 are based on the following passage.Professor Stephen Hawking has warned that the creation of powerful artifcial intelligence (AI) will be “either the best, or the worst thing, ever to happen to humanity”, and praised the creation of an academic institute dedicated to researching the future of intelligence as “ crucial to the future of our civilisation and our species”.Hawking was speaking at the opening of the Leverhulme Centre for the Future of Intelligence(LCFI) at Cambridge University, a multi-disciplinary institute that will attempt to tackle some of the open-ended questions raised by the rapid pace of development in AI research. “We spend a great deal of time studying history,” Hawking said, “which, let’s face it, is mostly the history of stupidity. So it’s a welcome change that people are studying instead the future of intelligence.”While the world-renowned physicist has often been cautious about AI, raising concerns that humanity could be the architect of its own destruction if it creates a super-intelligence with a will of its own, he was also quick to highlight the positives that AI research can bring. “The potential benefits of creating intelligence are huge,” he said. “We cannot predict what we might achieve when our own minds are amplified by AI. Perhaps with the tools of this new technological revolution, we will be able to undo some of the damage done to the natural world by the last one—industrialisation. And surely we will aim to finally eradicate disease and poverty. And every aspect of our lives will be transformed. In short, success in creating AI could be the biggest event in the history of our civilisation.”Huw Price, the centre’s academic director and the Bertrand Russell professor of philosophy at Cambridge University, where Hawking is also an academic, said that the centre came about partially as a result of the university’s Centre for Existential Risk. That institute examined a wider range of potential problems for humanity, while the LCFI has a narrow focus.AI pioneer Margaret Boden, professor of cognitive science at the University of Sussex, praised the progress of such discussions. As recently as 2009, she said, the topic wasn’t taken seriously, even among AI researchers. “AI is hugely exciting,” she said, “but it has limitations, which present grave dangers given uncritical use.”The academic community is not alone in warning about the potential dangers of AI as well as the potential benefits. A number of pioneers from the technology industry, most famously the entrepreneur Elon Musk, have also expressed their concerns about the damage that a super-intelligent AI could do to humanity.46. What did Stephen Hawking think of artificial intelligence?A) It would be vital to the progress of human civilisation.B) It might be a blessing or a disaster in the making.C) It might present challenges as well as opportunities.D) It would be a significant expansion of human intelligence.47. What did Hawking say about the creation of the LCFI?A) It would accelerate the progress of AI research.B) It would mark a step forward in the AI industry.C) It was extremely important to the destiny of humankind.D) It was an achievement of multi-disciplinary collaboration.48. What did Hawking say was a welcome change in AI research?A) The shift of research focus from the past to the future.B) The shift of research from theory to implementation.C) The greater emphasis on the negative impact of AI.D) The increasing awareness of mankind’s past stupidity.49. What concerns did Hawking raise about AI?A) It may exceed human intelligence sooner or later.B) It may ultimately over-amplify the human mind.C) Super-intelligence may cause its own destruction.D) Super-intelligence may eventually ruin mankind.50. What do we learn about some entrepreneurs from the technology industry?A) They are much influenced by the academic community.B) They are most likely to benefit from AI development.C) They share the same concerns about AI as academics.D) They believe they can keep AI under human control.Passage TwoQuestions 51 to 55 are based on the following passage.The market for products designed specifically for older adults could reach $30 billion by next year, and startups (初创公司) want in on the action. What they sometimes lack is feedback from the people who they hope will use their products. So Brookdale, the country’s largest owner of retirement communities, has been inviting a few select entrepreneurs just to move in for a few days, show off their products and hear what the residents have to say.That’s what brought Dayle Rodriguez, 28, all the way from England to the dining room of Brookdale South Bay in Torrance, California. Rodriguez is the community and marketing manager for a company called Sentab. The startup’s product, SentabTV, enables older adults who may not be comfortable with computers to access email, video chat and social media using just their televisions and a remote control.“It’s nothing new, it’s nothing too complicated and it’s natural because lots of people have TV remotes,”says Rodriguez.But none of that is the topic of conversation in the Brookdale dining room. Instead, Rodriguez solicits residents’ advice on what he should get on his cheeseburger and how he should spend the afternoon. Playing cards was on the agenda, as well as learning to play mahjong (麻将).Rodriguez says it’s important that residents here don’t feel like he’s selling them something. “I’ve had more feedback in a passive approach,”he says. “Playing pool, playing cards, having dinner, having lunch,”all work better “than going through a survey of questions. When they get to know me and to trust me, knowing for sure I’m not selling them something—there’ll be more honest feedback from them.”Rodriguez is just the seventh entrepreneur to move into one of Brookdale’s 1,100 senior living communities. Other new products in the program have included a kind of full-body blow dryer and specially designed clothing that allows people with disabilities to dress and undress themselves.Mary Lou Busch, 93, agreed to try the Sentab system. She tells Rodriguez that it might be good for someone, but not for her.“I have the computer and FaceTime, which I talk with my family on,”she explains. She also has an iPad and a smartphone. “So I do pretty much everything I need to do.”To be fair, if Rodriguez had wanted feedback from some more technophobic (害怕技术的) seniors, he might have ended up in the wrong Brookdale community. This one is located in the heart of Southern California’s aerospace corridor. Many residents have backgrounds in engineering, business and academic circles.But Rodriguez says he's still learning something important by moving into this Brookdale community: “People are more tech-proficient than we thought.”And besides, where else would he learn to play mahjong?51. What does the passage say about the startups?A) They never lose time in upgrading products for seniors.B) They want to have a share of the seniors’ goods market.C) They invite seniors to their companies to try their products.D) They try to profit from promoting digital products to seniors.52. Some entrepreneurs have been invited to Brookdale to______.A) have an interview with potential customersB) conduct a survey of retirement communitiesC) collect residents’ feedback on their productsD) show senior residents how to use IT products53. What do we know about SentabTV?A) It is a TV program catering to the interest of the elderly.B) It is a digital TV which enjoys popularity among seniors.C) It is a TV specially designed for seniors to view programs.D) It is a communication system via TV instead of a computer.54. What does Rodriguez say is important in promoting products?A) Winning trust from prospective customers.B) Knowing the likes and dislikes of customers.C) Demonstrating their superiority on the spot.D) Responding promptly to customer feedback.55. What do we learn about the seniors in the Brookdale community?A) Most of them are interested in using the Sentab.B) They are quite at ease with high-tech products.C) They have much in common with seniors elsewhere.D) Most of them enjoy a longer life than average people.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.中国幅员辽阔，人口众多，很多地方人们都说自己的方言。
2022年6月大学英语六级真题试卷及参考答案
Part Writing (30 minutes)Ⅰno more than 200 words.<!--[endif]-->The Three-Year SolutionHartwick College, a small liberal-arts school in upstate New York, makes New York, makes this offer to well prepared students: earn your undergraduate degree in three years instead of four, and save about 543,000—the amount of one year’s tuition and fees. A number of innovativeBut many colleges and universities are stuck in the past. For instance, the idea of thefall-to-spring“schoolyear”hasn’t changed much since before the American Revolution, when we were a summer stretch no longer makes sense. Former George Washington University president Stephen Trachtenberg estimates that a typical college uses its facilities for academic purposes a little more than half the calendar year.“While college facilities sit idle, they continue to generate maintenance expenses that contribute to the high cost of running a college,” he has written.Congress has tried to help students with college costs through Pell Grants and other forms of tuition support. But some of their fixes have made the problem worse. The stack of congressional regulations governing federal student grants and loans now stands twice as tall as I do. Filling out these forms consumes 7% of every tuition dollar.For all of these reasons, some colleges like Hartwick are rethinking the old way of doing things and questioning decades-old assumptions about what a college degree means. For instance, why does it have to take four years to earn a diploma? This fall, 16 first-year students and four second-year students at Hartwick enrolled in the school’s new three year degree program.According to the college, the plan is designed for high-ability, highly motivated student who wish to save money or to move along more rapidly toward advanced degrees.By eliminating that extra year, there year degree students save 25% in costs. Instead of taking 30 credits a year, these students take 40. During January, Hartwick runs a four week course during which students may earn three to four credits on or off campus, including a number ofinternational sites. Summer courses are not required, but a student may enroll in them—and payextra. Three year students get first crack at course registration. There are no changes in the number of courses professors teach or in their pay.The three-year degree isn’t a new idea. Geniuses have always breezed through. JudsonCollege, a 350-student institution in Alabama, has offered students a three-year option for40 years. Students attend “short terms” in May and June to earn the credits required for graduation. Bates College in Maine and Ball State University in Indiana are among othercolleges offering three-year options.Advanced Placement (AP) credits amounting to a semester or more of college level work.Many universities, including large schools like the University of Texas, make it easy for these AP students to graduate faster.professor’s class. Iowa’s Waldorf College has graduated several hundred students in its three-year degree program, but it now phasing out the option. Most Waldorf students wanted the fullfour-year experience—academically, socially, and athletically. And faculty members will bewary of any change that threatens the core curriculum in the name of moving students into the workforce.Expanding the three-year option may be difficult, but it may be less difficult than asking bright, motivated students. These sorts of innovations can help American universities avoid the perils of success.注意：此部分试题请在答题卡1上作答。
典范英语 6 10 Jellyfish Shoes 水母鞋 课文英文原文
Jellyfish Shoes1Laura had some new jelly shoes.She was really proud of them. They were pink and see-through like raspberry jelly.She ran down to the beach in them. Wherever she walked, they left little tracks in the sand.Like this:'Look, Scott,’ Laura called to her brother. 'My new jelly shoes are leaving stars in the sand.'Squidge. Laura trod in something slippery. She lifted up her shoe.'Ughhh!' she said. 'What's that mess?''It's only a jellyfish,’ said Scott. 'The sea washes them up on the beach.''Well, I don't like it,’ said Laura. 'It looks like a jelly cow-pat.'Slosh. The sea washed up some more jellyfish. Pink ones this time. They spread out in pink puddles on the sand.'Watch out,’ said Scott. 'Jellyfish can give you a nasty sting.''Yuk!' cried Laura. 'There are loads of them! And, phew, what a pong! I hate them. They'll spoil my new jelly shoes!'Scott looked at the jellyfish on the sand. He looked at Laura's new shoes. An idea popped into his head.'I don't know why you hate jellyfish,' said Scott. 'What do you think your new shoes are made of?'Laura looked down at her shoes. They were see-through and pink. The jellyfish on the beach were see-through and pink too.'Don't be silly,' she told Scott. But her voice was shaky.2'I thought you knew,’ said Scott. 'Don't you know what happens to all these washed-up jellyfish?'Laura shook her head.'I'll tell you what happens,’ said Scott, who was good at stories. 'The jelly workers come round. They come round at night with bin bags. And they shovel all the jellyfish into the bags. And they take them away to the Jelly Shoe Factory.'He went on, 'And they make them into shoes. Just like the onesyou've got on. I thought everyone knew that!'Laura looked down at her new shoes.'I don't think I like my new shoes any more,' she said.Then she tore them off.'Yuk!' she said. 'I don't want pongy jellyfish shoes that sting mel'She threw them into the sea. They didn't sink. Jellyfish shoes don't sink. They just bobbed about on the waves. And washed further andfurther away from the shore.'Good riddance!' shouted Laura, waving them goodbye.Then she tiptoed back to the house in her bare feet.3That night Laura dreamed about the jellyfish workers. She dreamed they crept along the beach with bin bags in their hands. They bent down and shovelled up jellyfish. Soon they had whole shivering sackfuls of them. Flies were buzzing all around them.'Oh no!' cried Laura, waking up. 'The jelly workers are coming! 'But it was all right. She was safe in her own bed. 'It was just a bad dream,' she told herself.Yet down on the dark beach, something was moving. Something was bobbing about on the waves.It was Laura's jellyfish shoes. They were coming back home.Gently, they washed in on the wave tops until at last a big wave washed them up on the sand. Neatly side by side.'What a bit of good luck!' said Mum the next morning. ‘Guess what I just found on the beach?’'Don't know,' said Laura.Mum held up the jellyfish shoes. 'These! I bet you didn't even know you'd lost them.'Mum tipped up one of the shoes. A winkle fell out of the toe.'Here you are,' she said, handing the shoes to Laura. 'You can put them back on now.'Laura pushed the shoes away: 'I won't put them back on!' she shouted. You can't make me!'Mum stared at her. 'What on earth is the matter? I thought you'd be pleased to get them back.''I don't want them. I don't want smelly shoes that make flies buzz all around me! Why did you do it, Mum? Why did you buy me shoes made of Jellyfish?'And Laura rushed out of the door. Mum shook her head, puzzled.'Shoes made of jellyfish?' she said. 'What's she talking about? Do you know, Scott?''Don't ask me,' said Scott. But he looked a bit guilty.4Laura rushed down to the beach without her jellyfish shoes. Scott came running after her. He had the shoes in his hand.'Mum says you've got to put them on.''No! I'm never wearing those horrible shoes again! Not ever!''Look,' began Scott. 'There's something I've got to tell you. What I said yesterday, about the Jelly Shoe Factory-'But he didn't get time to finish.'What's that?' said Laura. 'What's that in the sea?'The sea was full of tiny, frilly parachutes. They were pink and brown and purple.'They're beautiful!' cried Laura. ’What are they?’'They're baby jellyfish,' said Scott. 'Hundreds of them.''Jellyfish!' Laura jumped back.'And if we don't save them,' said Scott, 'the sea will wash them up. They'll get splatted on the sand. They'll all die.''I hate jellyfish!' said Laura. 'They pong. They sting you. They get made into jellyfish shoes.''Well, I'm going to save them,' said Scott. And he raced back to the house.Laura couldn't help watching the jellyfish. They sparkled like jewels. But they were getting closer and closer to the beach. Soon they would be dried-up puddles on the sand.And she couldn't help thinking, 'Poor babies.'Just then, Scott came racing back with two buckets. And suddenly Laura changed her mind.'I'll help you to save them,' said Laura. She grabbed a bucket.'We'll tip them into that rock pool,’ said Scott. 'But we've got to hurry!''Don't touch them,' he warned. 'Even the babies sting:They scooped up the babies in buckets. Then they ran to the rock pool and tipped them in.'Hurry!' cried Scott. 'The sea's going out!'5Laura dashed to the rock pool. Slosh! The babies poured out like rainbows.She ran back again and again. Until her legs wouldn't work any more.'I - can't - run - another – step!' she gasped, sitting down on the sand.'It's all right,’ said Scott. 'Look! The tide's coming in!'Laura lifted her head. It was true!'Hurray!' she yelled. 'We've saved them. We saved the jellyfish babies!'Scott and Laura went to look in the rock pool.'It's like jellyfish soup in there!' said Laura.'But they're safe,' said Scott. 'And when the tide comes in, it'll take them out to the deep, deep sea - where they belong.''I like jellyfish now: said Laura. 'They're beautiful, aren't they? I'm really glad we saved them. And now the jelly workers won't get them. They won't be taken to the Jelly Shoe Factory and made into jellyfish shoes.'Scott looked very guilty.'I was going to tell you about that,’ he said. 'There isn't any Jelly Shoe Factory. There aren't any jelly workers. They don't make jelly shoes out of washed-up jellyfish.''How do you know?' said Laura.'Because it's just a story. I made it all up!''No you didn't!' said Laura.'I did, 1 did, honest!' said Scott.But Laura didn't believe him.'Where are my jellyfish shoes anyway?' she asked Scott.Scott looked around. 'I don't know. I put them down when I went to get the buckets. They can't have walked off by themselves ... ' Laura looked around too. The beach was empty. Then she saw a line of stars, in the sand. They led right down to the sea.'There they are!' Scott pointed.Laura saw her jellyfish shoes. They were bobbing about on the waves. They were heading out to sea.Scott waded into the water. 'I'm going to get them back!' he said.Laura thought for a minute. Then she said, 'No. Let them go.’She waved at them. 'Bye bye, jellyfish shoes, ' she said, a little sadly.'What are you going to tell Mum?' asked Scott. 'She'll be very angry!' But Laura wasn't listening. She was smiling a secret smile. She was thinking about her jellyfish shoes having a lovely time ... Swimming with whales and dolphins and octopuses ... back in the deep, deep sea where they belonged.。
全国英语六级CET-6考试复习资料
全国英语六级C E T-6考试复习资料work Information Technology Company.2020YEAR全国英语六级CET-6考试复习资料四六级考前冲刺－综合篇综合部分在四六级考试中包括两部分,即完形填空或改错部分、翻译部分。
两部分分别占10%和5%的分值。
完形填空部分采用多项选择题型,改错部分的要求是辨认错误并改正。
翻译部分测试的是句子、短语及常用表达层次上的中译英能力。
虽然这些分值所占比例并不大,但也是及格与否或高分与否的关键所在。
综合部分考查的首先是考生的词汇量和对其用法的熟悉程度。
在最后四周内,对许多考生来说只要强化背诵四六级高频词汇和固定搭配的阅读,就能在这个版块的得分上向前迈进一大步。
如何在这四周的时间里合理安排时间和复习顺序,最有效地背单词、掌握关键的句型结构呢？在这里昂立四六级命题中心的老师为您制定了一套合理科学的复习计划。
准备项目：本周建议您回顾一遍所有的新题型的真题综合部分,尤其是注意反复考查的单词、动词固定搭配和句型。
参加六级考试的同学可以做一下0612综合部分的改错题型,总结一下技巧。
因为现在改错不常考,所以在最后阶段复习这种题型既能依靠前面积累的词汇语法基础提高做题正确率,又能在考前熟悉考题技巧。
难点重点：六级的完型填空这种题型并不常考,事实上在新六级的推广中只考了0612一次。
全文篇幅在200词左右,有十处横线,但凡出现横线的这样必定有错误、反之则没有。
我们建议考生在处理此类题目时首先要把握首句、了解文章的话题。
接着通读全文,掌握上下文的逻辑关系。
在做题时请大家注意,每一种错误类型只会出现一次。
漏述、赘述加起来一般不会超过三次。
准备内容：这里给大家总结一下完型中常见的几大错误。
名词单复数、固定搭配、介词、正反义词、词性、上下文逻辑、并列结构。
时间安排：这类题目并不建议大家多做,能把0612考过的做完就可以了。
四六级考前冲刺－写作篇据我们科学估计,在最后四周内,只要有针对的进行安排时间,对许多考生来说写作仍有至少20分的提升空间。
sl版英语书六年级下册解读
SL版英语书是指《牛津英语》(Student's Book)系列教材的简化版，适用于小学英语6年级下册学生使用。
以下是对SL版英语书六年级下册
的解读：
1.教材内容。
本教材分为8个单元，涵盖了日常生活、学校生活、外出旅游等方面
的英语词汇和语言知识。
每个单元包括词汇、语法、发音和交际四方面的
训练，旨在培养学生听、说、读、写的全面能力。
2.教材特点。
SL版英语书六年级下册的特点是简洁明了，注重实用性和趣味性。
教材中图片清新可爱，文字简洁，突出了语言和图像的相互配合，让学生
更容易理解和掌握知识点。
同时，教材融入了生动的故事情节和互动式的
语言活动，让学习过程更加趣味化和生动化。
3.教材配套。
除了教材本身，SL版英语书六年级下册还提供了教师资源和学生资
源的配套教材。
教师资源包括教学指导、课件、测试和作业等；学生资源
包括练习册、读本、录音等。
这些资源可供教师和学生使用，帮助他们更
好地掌握教材内容。
总之，SL版英语书六年级下册是一本生动、实用的英语教材，适合
小学六年级学生使用。
通过学习本教材，学生可以提高听、说、读、写的
能力，掌握日常生活和学习中必需的英语知识和语言技能。
2023年CET6英语六级真题
2023年CET6英语六级真题Passage 1Section ADirections: 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 center.News Report 1Questions 1 to 3 are based on the conversation you have just heard.1. A) A train accident. B) A car accident.C) A fire. D) An earthquake.2. A) They managed to escape themselves.B) They were saved by the firefighters.C) They were trapped in the building.D) They were burned to death.3. A) The building was not well constructed.B) The building was not equipped with fire alarms.C) The building was overcrowded.D) The building was not easily accessible.News Report 2Questions 4 to 6 are based on the conversation you have just heard.4. A) A new assistant. B) A new secretary.C) A new boss. D) A new colleague.5. A) At the office. B) At a hotel.C) At an airport. D) At a coffee shop.6. A) Visit the new factory.B) Attend a meeting.C) Collect some documents.D) Make a travel reservation.News Report 3Questions 7 to 10 are based on the conversation you have just heard.7. A) Because of the warm weather.B) Because of a special exhibition.C) Because of the excellent facilities.D) Because of the reasonable price.8. A) Two days. B) Three days.C) Four days. D) Five days.9. A) The food provided was unhealthy.B) The gym was always crowded.C) The beach was too far from the hotel.D) The rooms were not up to the standard.10. A) An American resort.B) An Asian resort.C) A European resort.D) An African resort.Section BDirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation 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 center.Conversation 1Questions 11 to 14 are based on the conversation you have just heard.11. A) Two weeks. B) Two months.C) Two semesters. D) Two years.12. A) French. B) German.C) Spanish. D) Italian.13. A) The language they will learn.B) The location of the language school.C) The fees charged by the language school.D) The quality of the language courses.14. A) The facilities of the school.B) The accommodation arrangements.C) The language courses offered.D) The qualifications of the teachers.Conversation 2Questions 15 to 18 are based on the conversation you have just heard.15. A) It's very challenging.B) It's very interesting.C) It's very relaxing.D) It's very tiring.16. A) She had to return to the hotel early.B) She was ill and had to miss the tour.C) She had to extend her stay in London.D) She couldn't go on the tour due to bad weather.17. A) The tour guide was not professional.B) The attractions were overcrowded.C) The tour group members were unfriendly.D) The tour schedule was poorly organized.18. A) At a café. B) At a hotel.C) At a museum. D) At a tourist information center.Section CDirections: In this section, you will hear three passages. At the end of each passage, you will hear three or four 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 center.Passage 1Questions 19 to 21 are based on the passage you have just heard.19. A) Operating a small business.B) Preparing a business proposal.C) Hiring a new employee.D) Arranging a business meeting.20. A) Ask Mary to prepare the report.B) Attend a business meeting.C) Hire someone for the position.D) Give a presentation at the conference.21. A) They are professional networkers.B) They have excellent communication skills.C) They have experiences in various fields.D) They are good at promoting products.Passage 2Questions 22 to 24 are based on the passage you have just heard.22. A) To help people receive urgent medical care.B) To encourage people to become volunteers.C) To raise money for cancer research.D) To offer support to cancer patients.23. A) It is a non-profit organization.B) It is based in Washington, D.C.C) It focuses on children and the elderly.D) It has been operating for over two decades.24. A) People who have experienced cancer.B) Medical professionals in cancer research.C) Celebrities who support cancer patients.D) Volunteers who have joined the organization.Passage 3Questions 25 to 28 are based on the passage you have just heard.25. A) The size of the polar bear population has increased.B) The polar bear is now safely off the endangered list.C) The polar bear's natural habitat is being restored.D) The polar bear is now facing less threat from global warming.26. A) Inadequate food resources.B) Lack of mating partners.C) Shrinking sea ice.D) Harsh climatic conditions.27. A) Thousands of years.B) Hundreds of years.C) Several decades.D) Less than a decade.28. A) By enforcing stricter hunting policies.B) By providing them with artificial habitats.C) By reducing greenhouse gas emissions.D) By developing advanced conservation techniques.That's the end of Section A. Now you have 5 minutes to transfer your answers to Answer Sheet 1.。
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莱州市土山镇中心小学共享式备课课例 教学 内容 Unit6 Lesson1 It’s red. 第1课时 课 型 新授课
教学 目标
1、认读字母O\P\Q 2、 能听懂、会说、会读表示颜色的单词red\green\yellow\blue\ 以及相关单词colour 3、用英语询问某种物品颜色，what colour is it?并会用It’s„进行回答。 能力目标：会用英语询问颜色,并做出应答。 情感目标：教育学生热爱五彩缤纷的颜色和生活
教学 重点 1、单词:colour, red, green, yellow, the, blue。 2、学习重点句型: What colour is it? What colour is the pen? It’s „ . 教学 难点 单词，句型的运用。The的发音
教学 方法 表演法，大组竞赛， 小组比拼，游戏等 教具 CD word cards stickers 照片或图片多媒体
教 学 活 动 过 程
Jenny与Danny相遇，Jenny询问Danny气球、风筝、玩具汽车、钢笔的颜色。 教师事先准备好一个红色的铅笔盒询问学生“What’s this?”学生答“It’s a pencil-case.”紧接着老师询问What colour is it?板书并学习单词“colour”，然后把单词卡片red跟文具盒放在一起，说:“It’s red.”加重语气讲授单词“red”.并板书该句型。然后老师从红色的铅笔盒中拿出一支绿色的铅笔问“What colour is it?”讲授单词“green”,用同样的方式呈现单词yellow,blue 1、Listen and circle，整体感知课文内容，为了降低难度让学生圈出表示颜色的单词，进行简单的回顾。 2、学生听第二遍录音，前两幅图判断对错（1）The balloon is green. (2)The kite is red.. 后两幅图，回答问题 （1）what colour is the car? (2) what colour is the pen? 3、跟读课文，尽力模仿语音语调。 4、分角色朗读 俩人一组练习Listen and say部分，然后上台表演对话，老师及时评价鼓励。 T: oh, L M N ，What’s the next letter. Look,老师拿出大大的O 贴到黑板上先用What colour is it?询问字母的颜色然后教授O的发音和在单词中常见的发音.用同样的方法处理P和Q。学生跟读。 1、播放Let’s talk 课件，学生跟读模仿，然后分角色对话，上台表演。学生也可以用自己的文具进行对话，这样会更直观。 2、游戏listen and clap。教师将颜色卡贴在黑板上，先是老师说出单词，学生在相应的位置击掌，接着由教师击掌，学生说出相应的单词。 3、guessing game 教师在四只彩色铅笔中选出一支藏在身后用What colour is it?进行提问，让学生猜是什么颜色。然后找学生到前面提问全班同学，操练巩固句型。 4、配套练习册23页，1、2题。 1、讲授字母时将字母卡片贴在黑板上，用句型“what colour is it？询问字母颜色。 2、让学生在教室里寻找颜色用“what colour is it ?提问小组成员，并用It’s „进行回答。
作业 布置 1、 听音跟读 2、把自己喜欢的物品画下来，涂上颜色，运用句型what colour is it?向家人、朋友、和同学提问。 板书 设计
Unit 6 Lesson 1 It’s red. What colour is it? It’s red. green. yellow. Whatcolour is the pen? It’s blue.
教 学 后 记 及 反 思
执教人： 莱州市土山镇中心小学共享式备课课例 教学 内容 Unit6 Lesson2 It’s red and yellow. 第2课时 课 型 新授课
教学 目标
1 认读表示颜色单词red\green\yellow\blue\white 2 能用英语询问某种物品颜色，what colour is it?并能用It’s„and„描述物品颜色。 3 熟练掌握课文内容 能力目标：会用英语说出并列的两种或三种颜色。 情感目标：教育学生热爱五彩缤纷的颜色和生活。
教学 重点 1、单词:white。 2、学习重点句型:It’s red and yellow. It’s red, blue and white. „ 教学 难点 and的使用。 It’s„, „. and „ .师示范，引导学生替换操练。
教学 方法 表演法，大组竞赛， 小组比拼，游戏等 教具 CD word cards stickers 照片或图片多媒体
教 学 活 动 过 程 Jenny询问Liming中国、加拿大以及英国国旗的颜色，Liming依次做出回答。 播放歌曲“Head, shoulders”，学生与教师一同边做动作边唱。紧接着讨论身体部位的颜色，大屏幕上呈现一个小丑的图片，指着小丑图片问：“What colour is themouth?” “It’s red.”：“What colour is the face?”“It’s white.”学习单词“white” “What colour is the body?”It’s „and„引出答语。 1、学生听第一遍录音，出示中国国旗，教师用What colour is it?进行提问，学生用 It’s„回答。 2、学生听第二遍录音，事先准备好加拿大跟英国国旗的空白图片，边听边涂色。 3、跟读课文。 4、同桌练习课文 拿出字母卡片，进行字母的复习 1、同桌两个拿出刚才在处理课文时已涂色的国旗卡片，一个用What colour is it?进行提问，一个用It’s „and„进行回答。 2、学生出示自己制作的六色转盘，颜色分别是white, green, blue, red, yellow, black，将指针固定在转盘里圈的白色区域，小组内猜猜颜色，如：“White and red?”“White and blue?” 3、传旗。教师将一个装有中国，加拿大、英国三个国家旗子的袋子交给学生传递，全班同学共同提问：“What colour is it?”教师喊停的时候，袋子在谁手里谁就要说出旗子的颜色。 1、游戏。图片快速闪现，事先准备好足球、德国国旗，法国国旗，美国国旗的图片，学生通过在脑海中的印象说出图片的颜色。如：一个足球闪现过去，教师提问：what colour is it?学生回答It’s black and white .一面德国国旗闪现过去，学生回答：“It’s black,red and yellow.让学生尝试用三种颜色练习。 2、出示课本中的小丑的身体各个部分的卡片，用what colour is it？询问颜色，学生用It’s„回答，然后将各个部分拼起来，学习课本中的chant。
作业 布置 1、听录音，跟读模仿 2、与身边的朋友用英语交流周围物品的颜色。 板书 设计
Lesson 2 It’s red and yellow. What colour is it? It’s red and yellow. It’s red, blue and white.
教 学 后 记 及 反 思
执教人： 莱州市土山镇中心小学共享式备课课例 教学 内容 Unit6 Lesson3 I like green。 第3课时 课 型 新授课
教学 目标
1．能听、说、认读表示颜色的单词和相关词： yellow、red、green、 blue、white、black、 orange、colour、like，并能结合句型环境，正确灵活运用；认读字母Rr、Ss和Tt。 2．能听、说、认读本单元和颜色相关的语言：What colour do you like? I like „ and „ 3．认识颜色，能够用所学词句询问、描述物品的颜色，了解别人对于颜色的喜好。 4．进一步激发学生学习英语的兴趣和信心。
教学 重点 1．单词： yellow、red、green、 blue、white、black、 orange、colour、like； 2．句子：What colour do you like? I like „ and „ 教学 难点
句子的运用What colour do you like? I
like „ and „
教学 方法 表演法，大组竞赛， 小组比拼，游戏等 教具 CD word cards stickers 照片或图片多媒体
教 学 活 动 过 程 Jenny和wanghong去买衣服，店员询问她们喜欢的颜色，Jenny喜欢绿色，wanghong喜欢蓝白搭配的颜色。Guoyang和Liming去买滑板。店员询问他们喜欢的颜色，Guoyang喜欢橙色的，Liming喜欢黑色的。 教师手拿一支绿色的铅笔进行介绍：Look！I have a pencil. It’s green. I like green. 出示新单词like, 引导学生进行认读。接着问学生“What colour do you like?” 引出本节课的新知识，并进行板书，领读，提问。与学生的提问回答中学习单词“black”,”orange” 1、学生听第一遍录音，整体感知课文内容，边听边找出四个人喜欢的颜色,为了降低难度让学生将四个孩子与他们喜欢的颜色进行连线， Listen and match. Jenny orange Wanghong black Guoyang green Liming blue and white 2、 出示学生学过的表示颜色的单词，进行简单的回顾，然后引导学生用自己的彩笔