四六级模拟考试

四六级模拟考试（精选9篇）

四六级模拟考试 篇1

医学影像学院四六级模拟考试活动总结

一、活动意义：

为了帮助同学们的英语四六级备考，让大家更加熟悉四六级考试流程，为自己树立信心以及确定今后复习的方向，提高同学们备考的积极性和主动性，我院团委学生会学研部本学期按照制定的学习计划，认真组织了英语四六级模拟考试。

二、主办单位：

医学影像学院团委学生会

三、承办单位：

医学影像学院团委学生会学研部

四、活动内容：

1、将活动策划上交老师，并获得老师的同意和支持。

2、提前向教务处申请活动教室，并在活动开始前布置好会场。

3、提前通知所有学习委员此次活动的时间、地点，安排报名。

4、考试开始前进行英语视听。

5、按照正式考试程序发放、收取试卷。

6、组织学研部成员进行试卷批改。

五、活动经验及不足：

考试时间安排为上午四级下午六级，具体时间和正式四六级考试时间相同，这使此次刺模拟考与正式考试更为相似。本学期四六级英语模拟考试主要针对医学影像学院09、10级全体同学，采用了自愿报名参加模拟考试的方法，同学很多参与了进来，考试取得了良好的效果。现总结优点如下：

1、仿真环境

为了给同学们营造一个全真的四六级考试环境，此次考试我们严格按照四六级考试流程进行，并安排了监考人员及时收发试卷。在考试过程中，我们的工作人员认真维持考场纪律，给同学们提供了一个良好的四六级考试环境。

2、态度端正

在学委的帮助下，考试过程中，参与考试的同学态度端正，答题认真，整个考试过程井然有序地进行，大家的热情和认真的态度让我们工作人员感到很欣慰。

3、试卷合理

在选取试卷过程中，我们的讨论试卷选取较好，难易程度适中，印刷清晰，跟同学们提供了好的模拟条件。

每次活动都会有它的不足，我们总是从这些不足中不断总结，不断成长。同样地，在这次模拟考试中我们也有许多需要提高的地方，例如：

1、在四级模拟考试的过程中，现场管理不够严格，个别同学在答题指令发出前就开始答题；

2、部分报名参加考试的同学没有来参加考试，以至于试卷剩了很多，以后再有类似活动应该与学委协作，成分做好动员工作。

以上虽然都是一些小问题，但仍然值得我们重视，在今后的模拟考试中，我们将会汲取这次的经验和教训，尽善尽美地完成每一个步

骤。进我们最大的努力给同学们提供一个好的考试环境

六、活动成效

通过这次模拟考试，同学们暴露出了自己的问题，发现了各自在英语考试方面的不足，也了解了自己的英语水平。这次考试为同学们接下来的复习提供了参考方向，对于大家参加考试很有帮助。这是一次很有意义和实效的活动，参与考试的同学和工作人员都受益匪浅。

医学影像学院团委学生会学研部

2012年6月9日

四六级模拟考试 篇2

通过计算机联网进行网上考试具有传统考试无可比拟的优越性,它可以将传统考试过程中的各个环节缩小到一至两个环节,几乎屏蔽掉了所有人工干预考试活动的可能性,既能节约大量的人力、物力与财力,还可以大幅度提高考试成绩的客观性和公正性[1]。

本文给出了一个基于C/S与B/S混合架构的模拟英语四六级网上考试系统的开发过程。

1 系统分析

目前大学英语四六级考试大多还采用一年两次的纸质试卷考试方式,这种纸笔考试弊病较多,比如对保密性要求非常高,一旦发生疏漏容易导致试卷或答案外泄;限时限次导致灵活性差等。网络考试的大力推行会从根本上改变四六级考试的现状,可解决当前传统四六级考试所存在的各种弊端,所以采用四六级英语网上考试势在必行[2]。

大学英语四六级考试对系统安全性要求非常高,并且需要中央系统的集中控制,所以网考适合在相对非公开的局部网络中进行,故本系统考试环节采用C/S架构,而成绩的查询对安全性要求稍低些,为保证学生能及时随时随地查询,故查询成绩环节采用B/S架构[3]。

2 总体设计

经过系统分析,本系统应具有以下功能:考生登录界面、试卷组题、生成考生答题界面、作文题人工阅卷、成绩查询管理、系统维护管理。系统功能如图1所示[4]。

3 数据库设计

1) 考生信息表:考生姓名、性别、考生单位、考生身份证、准考证号、考试类别、是否答题标记。

2) 管理员信息表:管理员姓名、管理员单位、登录账号、登录密码。

3) 教师信息表:教师姓名、教师单位、登录账号、登录密码。

4) 答题卡表:准考证号、题号、试题分值、正确答案、考生答案、考生得分、是否评分标记。

5) 成绩单表:准考证号、客观题得分、主观题得分、各部分得分、总分。

6) 题库表:题干、题目、各选项、正确答案、分值[5]。

4 系统功能设计与实现

本系统主要分为登录模块、答题模块和后台管理模块等功能模块。登录模块有两种权限,考生登录和教师登录,考生登录界面主要功能是对考生信息进行验证,教师登录主要是阅卷和查询;答题模块主要功能是,生成考生答题界面,对考生提交答案进行处理,考试时间的控制,考试结束后客观题的评分和录入数据库;后台管理模块的主要功能是对试题库添加试题、管理试题库考生信息的添加更改、管理员和阅卷教师信息的添加和更改。

考生答题模块中听力部分试题的显示处理较复杂一些,因听力部分包含音频的加载和文字信息的显示两部分,为了解决音频数据在数据库中存储的问题,我们在数据库中定义了一个二进制类型的字段,通过对文件流的操作实现答题环境中听力信息的播放[6]。

系统主要功能模块介绍如下:

1) 考生登录界面:考生录入身份证号和准号证号,系统进行身份验证,通过验证后提供考生的基本信息供考生核对,考生确认后点击验证无误按钮并开始答题;

2) 试卷组题:试卷分为六个部分,每个部分对应一种题型,考生点击开始答题按钮后,系统自动从每种题型的题库中随机抽取规定数目的试题组成标准化试卷;

3) 生成考生答题界面:系统给考生提供一个模拟传统纸质的答题界面,分为六个部分:作文写作、快速阅读、听力、阅读理解、完形填空、翻译。同时该界面显示考试时间,并且在考生交卷后客观题就进行自动评分并保存,其界面如图2所示[7]。

考生答题界面载入后,系统会自动往答题卡数据库中添加此考生的答题卡,并标记考生为已答题状态,其实现代码如下:

4) 作文题人工阅卷:主要是教师对考生的作文部分进行评分并录入成绩,录完一个考生的作文成绩后系统会自动综合考生的各部分成绩和总成绩并录入到成绩单数据库;

5) 成绩查询功能:为了方便考生能及时查询成绩,该部分功能是在Web环境下实现的,输入考生的准考证号和身份证号即可查询该考生的成绩并且打印成绩单;

6) 系统维护管理:该模块主要实现考生信息、教师信息、试题数据的录入、查询和删除及考生考试状态的更改(是否已答卷)。

5 结论

本系统采用C/S和B/S混合架构来实现的,考试部分相关功能采用Visual Studio 2005开发工具、C#语言和SQL Server2005数据库开发而成,成绩查询功能的采用ASP等相关技术来实现的,系统实现了网上四六级英语考试,避免了传统纸质考试中试题容易泄露、考生易于作弊、考试准备时间长、人力需求多、纸张浪费、阅卷时间长等一些弊端。

该系统的核心模块有:考生答题界面、系统维护管理,系统的设计风格是力求界面简洁、功能全面、答题环境接近真实、后台管理易于操作、试题易于添加,并能使这套系统在实际中得到推广并应用。

摘要：该系统采用C#语言和SQL Server2005数据库开发而成,系统主要的功能是实现网上四六级英语考试,利用计算机来实现试卷的随机生成和自动阅卷评分的科学化、规范化,可解决当前传统四六级考试所存在的各种弊端,提高考试成绩的客观性和公正性。

四六级模拟考试 篇3

【关键词】新托福 大学英语四、六级考试 四、六级改革

一、新托福考试的主要特征

新托福包涵四个部分，即听力（Listening），阅读（Reading），写作（Writing），以及口试（Speaking）。各部分分值均为30分，总分为120分。

听力（Listening）部分总时长为50分钟，包括篇幅较长的两篇情景对话和四篇课堂演讲。课堂演讲总计20分钟，每篇占5分钟左右。参与机考的考生，在考试音频播放之前无法接触试题。但在音频播放时，电脑上会出现相应的背景图片以供参考。另外，考试过程中，考生可以根据需要进行笔记。根据考试要求，考生不能随意复查或者修改已经提交的答案。听力部分的得分直接影响考试的成败。纵观托福整体，除了阅读部分，其他部分考试都与听力水平息息相关。对于缺乏英语语言环境的中国考生而言，听力正是制约考生水平发挥的短板。

阅读（Reading）部分有三篇文章，每篇文章后相应的有13道左右的试题。其中，最后一题基于全文，考察学生对全文的理解，从而从题中的多个选项中选择恰当的，对全文进行归纳总结。其他试题则对应相应的文章段落，针对段落内的某一部分进行设问。与以前相比，改革后虽然阅读部分考试时长仍为60分钟，但选文的篇幅更长，难度因而也有所提升。

写作（Writing）部分总时长为一小时，考生要在该时间内完成两篇作文，一篇为300字以上的观点阐述性文章，与改革前托福写作类似；另一篇会给出一篇文章，考生可阅读5分钟，之后文章隐去，播放一段与文章相关的课堂演讲音频，该音频中会罗列一些反驳文章观点的论理和论据。随后，考生要在20分钟内完成一篇作文，字数控制在150-225之间，文章要包涵课堂演讲的论理论据，并解释音频中是如何利用它们反驳文章观点的。写作时，考生可重新看到文章。加试：加试试题出现较为随机，可能出现在阅读部分，也有可能出现在听力部分，或者两个部分同时出现加试题。虽然有时经典加试是能判断出来的，但考生考前并不知道哪一部分是加试部分，所以应当认真对待。

改革后的口试（Speaking）与托福考试联系更为紧密，但新托福中的TSE（Test of Spoken English）与现行的TSE相比又截然不同。口试时长为20分钟，包括6题。一、二两题是自我观点阐述题。三、四题答题前会给考生45秒阅读一篇短文，随后短文隐去，播放一篇主题相关的演讲或对话。最后，考生要根据短文、音频来回答相关问题。答题前考生可准备30秒，随后在60秒内完成作答。比如，短文中出现了某一提案，音频中讲话人阐明自己的观点，并给给出理由。考生要叙述并解释讲话人持该观点的理由。在五、六题中考生要根据听到的对话或演讲内容来回答相关问题。考生有20秒钟的准备时间，之后进行60秒钟的回答。

二、新托福考试对大学英语四六级考试改革的启示

从考试难度上来说，笔者认为，人为划分四六级考试曲解了英语学习的意义，同时人为增加考试管理，设计的不必要的难度，笔者建议四 六级与公共英语合并为统一的ECT-English Competence Test或EPT-English Proficiency Test， 难度介于现有的四六级考试之间，在这方面，相关部门必须大刀阔斧的进行彻底的改革，消除不必要的壁垒，统一标准，减少考试数量，用一个可以与雅思托福对等的有中国特色的全国性英语考试，这儿所谓中国特色主要体现在翻译部分，中英互译。

从考试内容设置上来说，需要加入口语考试，必须破除传统考试只注重阅读听力，忽视写作歧视口语考试的错误方法与政策，真正回归英语学习的应用性与交际性的特征。新的四六级考试口语部分可以采取人机对话的模式，比如说时间设定在10分钟，有问答，互动，复述，描述等内容按相关话题，难易度循序渐进，考官直接听录音判分，分数取两位口语考官的平均值。最终口语考试与听说读写部分一道进行网络化考试，笔者相信这将是中国英语教学的一场真正意义上的革命。

简化计分方式-新托福考试分为四个单项 按照考试顺序分别为阅读听力口语写作，每项满分30，总分120. 现行的四 六级计分模式仍然参照老托福的745的计分模式，满分为710，及格分425分，这种计分方法已经为ETS所摈弃，为何还在我国使用，此计分方法还要通过复杂的公式换算，也不利于辅导老师换算并提供反馈给学生，建议四 六级考试应该采用百分制，设计听说读写译五个单项，总分100，每个单项20分。以便于让考生与用人单位对考分的认知与解读。

参考文献：

[1]周文.从新托福模式看大学英语四 六级考试改革新动向[J].四川教育学院报，2009（6）：94-95.

[2]张尧学.关于大学英语四、六级考试改革的总体思路[J].外语界，2008（128）：2-4.

六级英语考试模拟试题(二) 篇4

Part II Reading Comprehension (35 minutes)

Directions: There are 4 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 corresponding letter on the Answer Sheet with a single line through the centre.

Passage 1

In America, the movement of housing away from the high-rise buildings of the inner-cities originated in the 1920s, but was stalled by the Great Depression of the 1930s and by WW II. After the war a tremendous surge occurred in the real estate market with the advent of single-family homes on relatively small lots―typically less than one-tenth of an acre. During the 1950s, many large tract developments encroached on former farmlands near metropolitan areas. The most dramatic instances of this sprawling effect were witnessed in western municipalities such as San Jose and San Diego whose city charters defined their over several hundred square kilometers. These large parcels of land were over-run by standard three bedrooms, two bath “ranch-style” homes in a few short dcades.

六级考试改错冲刺模拟题2 篇5

AftermonthsofspeculationaboutwhatAmazon.comwould

dowithitsmysterioussearch-enginecompany,A9,Web

surfersfinallygottheirfirsttasteonApr.14.

Yetdespiteofsomeintriguingnewfeaturesnotyetfound1.

onleadingsitessuchasGoogleandYahoo!,thesite

(www.a9.com)--stillintestmode--risesasmanyquestions2.

asitanswers.

ThebiggestquestionremainsiswhetherAmazon,3.

throughA9,wouldclashintoGooglemoredirectly.4.

Googleitselfistestingasearchengineforproducts

calledFrooglethat’sstartingtoappealWebshoppers.5.

Atthesametime,Amazonclearlyisn’tlookingtolimitA9’shorizons.

HowdirectlyA9eventuallygoesupagainstthereigned6.

四六级模拟考试 篇6

Higher Grades Challenge College Application Process

A) Josh Zalasky should be the kind of college applicant with little to worry about. The high school senior is taking three Advanced Placement courses. Outside the classroom, he，s involved in mock trial, two Jewish youth groups and has a job with a restaurant chain. He，s a National Merit semifinalist and scored in the top ? percent of all students who take the ACT.

B) But in the increasingly frenzied world of college admissions, even Zalasky is nervous about his prospects. He doubts he#ll get into the University of Wisconsin, a top choice. The reason: his grades. It$s not that they%re bad. It&s that so many of his classmates are so good. Zalasky’s GPA is nearly an A minus, and yet he ranks only about in the middle of his senior class of 543 at Edina High School outside Minneapolis, Minnesota. That means he will have to find other ways to stand out.

C) “It’s extremely difficult,” he said. “I spent all summer writing my essay. We even hired a private tutor to make sure that essay was the best it can be. But even with that, it’s like I*m just kind of leveling the playing field.” Last year, he even considered transferring out of his highly competitive public school, to some place where his grades would look better.

D) Some call the phenomenon that Zalasky’s fighting “grade inflation”―implying the boost is undeserved. Others say students are truly earning their better marks. Regardless, it’s a trend that’s been building for years and may only be accelerating: many students are getting very good grades. So many, in fact, it is getting harder and harder for colleges to use grades as a measuring stick for applicants.

E) Extra credit for AP courses, parental lobbying and genuine hard work by the most competitive students have combined to shatter any semblance of a Bell curve, one in which A，s are reserved only for the very best. For example, of the 47,317 applications the University of California, Los Angeles, received for this fall’s freshman class, nearly 23,000 had GPAs of 4.0 or above.

F) That’s also making it harder for the most selective colleges―who often call grades the single most important factor in admissions―to join in a growing movement to lessen the influence of standardized tests.

G) “We，re seeing 30, 40 valedictorians at a high school because they don，t want to create these distinctions between students,” said Jess Lord, dean of admission and financial aid at Haverford College in Pennsylvania. “ If we don’t have enough information, there’s a chance we’ll become more heavily reliant on test scores, and that’s a real negative to me.”

H) Standardized tests have endured a heap of bad publicity lately, with the SAT raising anger about its expanded length and recent scoring problems. A number of schools have stopped requiring test scores, to much fanfare.

I) But lost in the developments is the fact that none of the most selective colleges have dropped the tests. In fact, a national survey shows overall reliance on test scores is higher in admissions than it was a decade ago. “It’s the only thing we have to evaluate students that will help us tell how they compare to each other,” said Lee Stetson, dean of admissions at the University of Pennsylvania.

J) Grade inflation is hard to measure, and experts，caution numbers are often misleading because standards and scales vary so widely. Different practices of “weighting” GPAs for AP work also play havoc. Still, the trend seems to be showing itself in a variety of ways.

K) The average high school GPA increased from 2.68 to 2.94 between 1990 and , according to a federal study. Almost 23 percent of college freshmen in reported their average grade in high school was an A or better, according to a national survey by UCLA’s Higher Education Research Institute. In 1975, the percentage was about half that.

L) GPAs reported by students on surveys when they take the SAT and ACT exams have also risen―and faster than their scores on those tests. That suggests their classroom grades aren’t rising just because students are getting smarter. Not surprisingly, the test-owners say grade inflation shows why testing should be kept: it gives all students an equal chance to shine.

M) The problems associated with grade inflation aren’t limited to elite college applicants. More than 70 percent of schools and districts analyzed by an education audit company called SchoolMatch had average GPAs significantly higher than they should have been based on their standardized test scores―including the school systems in Chicago, Illinois, Pittsburgh, Pennsylvania, Denver, Colorado, San Bernardino, California, and Columbus, Ohio. That raises concerns about students graduating from those schools unprepared for college. “They get mixed in with students from more rigorous schools and they just get blown away,” said SchoolMatch CEO William Bainbridge.

N) In Georgia, high school grades rose after the state began awarding HOPE scholarships to students with a 3.0 high school GPA. But the scholarship requires students to keep a 3.0 GPA in college, too, and more than half who received the HOPE in the fall of and entered the University of Georgia system lost eligibility before earning 30 credits. Next year, Georgia is taking a range of steps to tighten eligibility, including calculating GPA itself rather than relying on schools, and no longer giving extra GPA weight to vaguely labeled “honors” classes.

O) Among those who work with students gunning for the more selective colleges, opinions differ as to why there seem to be so many straight-A students. “I think there are more pressures now than there used to be, because 20 or 30 years ago kids with a B plus average got into some of the best colleges in the country,” said William Shain, dean of admissions and financial aid at Bowdoin College in Maine. “It didn，t matter if you had a 3.9 instead of a 3.95. I don，t know if it matters now either, but people are more likely to think it does.”

P) Lord, the Haverford dean, sees grade inflation as the outcome of an irrational fear among students to show any slip up―in grades or discipline. In fact, colleges like his are often more interested in students who have overcome failure and challenge than robots who have never been anything less than perfect. “There，s a protection and encouragement of self-esteem that I don’t agree with, but I think it’s a lot of what’s going on here,” he said. “And the college admissions process feeds into that.”

Q) Back in Minnesota, Edina may join a growing number of schools that no longer officially rank students―a move that could help students like Zalasky, who says he was told by Wisconsin his class rank makes him a longshot. “They feel they’re being left behind or not getting into the schools that they’re applying to because of a particular class rank,” says Edina counselor Bill Hicks. “And there is some validity with respect to some certain schools that use certain formulas.”

R) But the colleges most popular with Edina students already know how strong the school is: students’ median verbal and math SAT scores are 1170 out of 1600. Hicks isn’t willing to blame the concentration grades at the top on spineless teachers, or on grade-grubbing by parents and students. Expectations are high, and grades are based on student mastery of the material, not a curve. Wherever teachers place the bar for an A, the students clear it.

S) “Everyone here is like, ‘ if I can get a 98 why would I get a 93? said Lavanya Srinivasan, who was ranked third in her Edina class last year. Far from being pushovers, she says, Edina teachers are tougher than those in a course she took at Harvard last summer. Zalasky agrees the students work hard for their high grades. “The mentality of this school is, if you’re not getting straight A，s you’re not doing well,” he said. “There’s just so much pressure on us day in and day out to get straight A’s that everybody does.” Hicks compares the atmosphere at Edina to the World Series expectations that always surround the superstar lineup of the New York Yankees. “If they don’t win it,” he said, “then it’s failure.”

1. Nearly half of the applications that the University of California received this autumn had GPAs of 4.0 or above.

2. It，s also harder for the most selective colleges to lessen the effect of standardized tests.

3. More than 30 years ago, about 11.5 percent of college freshmen reported their average grade in high school was an A or better.

4. Because of the negative effects of standardized tests recently, a lot of universities have no longer required test scores.

5. Some think Zalasky’s improvement unworthy, while others think his high grades win the praise for him.

6. Because many of his classmates are so outstanding, Zalasky is nervous about his college application.

7. Some colleges would like to admit students who have conquered failure and challenge rather than those who have never been anything less than perfect.

8. In the next year, Georgia is taking a series of measures to tighten qualification, including calculating GPA itself and avoiding paying too much attention to vaguely labeled “honors” classes.

9. In Zalasky，s opinion, students are put under great pressure to work hard to get straight A”s, or they will be regarded as losers.

四六级模拟考试 篇7

语言文字应用能力作为一个人的素养最直观的表现, 它对人的全面发展具有基础性作用。无可否认, 汉语能力测试被赋予了“遏止国人提笔忘字、满口洋文、淡漠汉语现象, 复兴传承数千年母语文化”的宏旨大义。虽说, 汉语测试可以反映个人汉语应用能力, 有助于提升全民对汉语学习的重视。但拯救汉语靠的不是考试, 而应该是发自内心的对汉语的热爱。一个人从小到大, 从小学到大学, 语文考试都是在考察听、读、写能力, 现在额外再搞一个汉语四六级考试, 难免有多此一举之嫌。

事实上, 汉语的危机源自教育制度而不是考试。的确, “汉语欧化”、“网络词汇入侵”之类的现象在我国存在已久, 如此看来, 推行汉语四六经考试的似乎重大意义, 但这些都无法动摇扎根于国民心中的整个汉语文化体系。据悉, 汉语能力测试将从听说读写四方面考察使用汉语的综合能力。但汉语能力测试能考察个人对汉语字形字音规范的掌握程度, 而不能完全反映个人汉语应用能力。要知道, 母语文化逐渐缺失, 其实是根源于现行教育制度的偏颇和“考证”模式的独大。在考试经济的大背景下, 试图用另一种考试来矫正跑偏了的语文教学, 最可能的结果也就是使其沦为功利工具。

睽诸当前大中小学的语文教育现状, 其实已经被深深打上了“工具意义”的烙印。今年福建高考现代文阅读题考倒原作者、自测得分仅一半并非是孤例。至于作家王蒙“我要是参加高考, 都能交白卷”的感叹, 更是言犹在耳。这种背景下, 再观照现今如火如荼的考试经济和业已成熟的考证模式, 汉语能力测试若匹配于当下的语文教育, 更会让语文教学在“工具意义”中愈陷愈深。换句话说, 覆盖国人最广的、承载了汉语能力启蒙培养的基础语文教育, 已经严重跑偏, 正如王蒙所说“你把孩子教傻了”, 再与汉语测试“相得益彰”, 则更徒具呼应升学的“工具意义”。

随着全球化的发展, 外语词汇的入侵已不仅仅是中国的问题, 而是一个世界性难题。但复兴母语并非是在语文跑偏的道路上推波助澜;假若重起炉灶, 另设体系, 极容易与现行的语文教育基础相脱节, 从而演变成纯粹的考证形式。国内语文教育要立足于培育学生的语文素养, 让学生对语文与中国文化有感性和系统性了解, 学会欣赏文学与文化精品, 不断丰富自己的感受力和想像力, 养成高品位的阅读和写作习惯。进一步说, 语文的终极价值是让学生成为独立精神与自由思想的人;母语文化的终极价值是在潜移默化中构建国人的文化人格。假若过分依赖考证模式, 不仅离复兴母语文化的宏旨大义相去甚远, 且更谈不上文化人格的塑造。

在考试经济的大背景下, 试图用另一种考试来矫正跑偏了的语文教学, 最可能的结果也就是使其沦为功利工具。

四六级模拟考试 篇8

关键词大学英语；四级考试；六级考试；策略；探究

大学英语四、六级考试是一项全国性的英语水平考试，在中国已经畅行多年。它既成了广大毕业生和求职者的“砝码”，也进入了社会对高校教学质量的评价系统中，其“含金量”更高了。因此，我们必须对英语四、六级考试进行深入的研究，不断加大改革的力度，从而推进大学英语四、六级考试的科学、协调、稳步发展。

一、大学英语四、六级考试存在的问题

1.考试目的的错位，冲击了正常的教学秩序

对学生而言，四、六级英语考试过关是为了获得文凭和学位。就算自身专业学的再好，英语没过级毕业都成问题。甚至有的高校学生和教师都要把大部分时间和精力用来应付英语四、六级的考试，严重干扰了学生专业知识的学习和整个学校教学任务的全面完成。在这个层面上，大学英语四、六级考试制度背离了社会的人才培养目标。

2.考试形式单一，缺乏科学性，严重违背语言规律

目前四、六级英语考试形式存在着闭卷考试多，开卷考试少；采取笔试形式多，口试、答辩方式少的弊端。大家众所周知，语言是交流的工具，语言教育是一种对创造性思维能力和语言能力的培养，语言类课程并不适合标准化考试。而英语四、六级考试实行的是答案标准化、限定化，它不是考查学生的语言能力，而在于测试学生的语言知识和语言识别能力。我们身边也不乏看到一些会做题、会抠语法的中国学生，学了十多年英语之后，依然无法流畅的表达自己的想法。

3.考试内容片面，重知识轻能力，不能真正提高英语水平

现行的四、六级考试的内容偏向于固定的词汇、大纲划定的范围和指定的重点。考试的题型不合理，选择、判断等客观性试题比重大，而综合思考题、创新拔高题和分析论述题等主观性试题比重太少。这样的考试使得大部分学生不注重平时的学习和积累，就靠考前背单词、做模拟题。通过题海把握考试技巧，考试一完就忘记，学生的英语水平并没有得到实质性提高，更谈不上创新能力的培养。

4.试后分析反馈不够，承办校方与主办考试院脱节

每次英语四、六级考试结束以后很长一点时间以后，学生才得到成绩。加上归教育部高教司主管的全国大学四、六级英语考试委员会所属的各省考试院，并没有统一的公布各高校的四、六级考试通过率，也没有对此次考试的内容、命题、规模各方面做全面而细致的分析。这样难免疏忽了考后的试卷分析、试卷评价等工作，一来并不能及时反馈给学生，再者不能让学生知道自己学习中的薄弱环节和差距，找出自己的优势和不足，调整学习方法。总之，举办考试的所有学校和主管考试机构缺乏及时、准确的沟通。

二、关于大学英语四六级考试发展的几点思考

1.端正考试目的，树立全面的考试评价观

首先，明确考试的目的在于宏观驾驭高校的教学情况，改进教学和督促高等教育目标的实现。教育部和大学英语四、六级考试委员会，从未硬性要求将这项考试成绩与学位授予挂钩。

21世纪进入高等教育大众化阶段后，随着人才培养目标、规格和质量标准的多元化，大学英语四、六级考试评价也进行相应的调整。因此，建议各高校建立英语教学多元化评价体系，对学生是否达到大学英语教学的要求做出全面、科学的评价，以满足社会对人才的需要和个性发展多样选择的需求。

2.调整考试形式内容，理顺考试与教学的关系

这些年大学英语四、六级考试经过不断改革，从最初单纯的笔试发展为笔试加听力测试。从2005年开始这项考试改革表现在题型上设计为听力、阅读理解、写作能力以及710分制等方面。笔者认为在书面表达测试部分，应增加主观试题的比例，使听读写译等题型更加切合语言交际能力的检验。

对大学英语课程来说，教学的最终目的是使我国大学生的英语水平达到教学大纲的要求，获得一定的交流能力，为以后工作需要奠定良好基础。在英语教学实施过程中，大学英语教师应以培养学生语言能力为中心，充分发挥学生的主观能动性，通过自主学习和课堂互动教学活动，促使学生积极参与和体验教学过程，发展和提高他们的综合语言运用能力。大学英语四、六级考试是为英语教学服务的一种必要手段。通过这项考试，诊断英语教学中存在的问题，及时反馈相关信息，引导教学改革，从而促进英语教学发展和提高大学生英语水平，使得教学相长、相得益彰。

3.转化考试理念，借鉴国外先进经验

从考试技术方面来看，借鉴国外大型英语考试的相关成果和成功经验是很有必要的。如近年来，托福、雅思考试纷纷采用机考或网考形式。托福考试中，考生借助国际互联网进行计算机操作，通过互联网实现了题目和答案的双向传输，从而确保了考试的公平合理性。实现大学英语四、六级考试的计算机化考试，有利于考试更具科学性、准确性、客观性和公正性。不仅无需在考前考中的考试管理中花费大量人力、物力，而且具有测验时间更短、测量精度更高、实施灵活、结果报告及时直接等优点；同时彻底杜绝考前泄密或考试过程中的通讯手段作弊，提高考试的安全性。

参考文献：

[1]阳国亮.考试的社会功能及考试学[M].广西省会科学,2009(5).

四六级模拟考试 篇9

2016年5月大学英语六级考试模拟题一

Part I Writing

As is shown in the picture, a boy is telling a girl his experience in making friends.He, like many of modern people, tends to use social networking websites to meet new friends.They love the time they spend with their new acquaintances on the Internet.In my opinion, it‟s total madness for people to do that.The use of social networking websites in cultivating friendship influences our life in a bad way.Firstly, the use of social networking websites may undermine our interpersonal skills in dealing with people in our real life.Secondly, interacting with new friends online may estrange us instead of drawing us closer, though often such communication does offer some fun.Lastly, friendship got by means of those websites may not last long, which may render us a feeling of great loss afterwards.In my opinion, it‟s time we took action to cultivate real friendship for our own benefit.For one thing, we should adopt a correct attitude towards friendship, which involves substantial help with our study or work in daily life, not in the virtual world.For another, we should step aside from the shining pictures, video clips, or voice messages passed to and fro via the websites, and actually meet new friends in person to have a chance to savor the sweetness friends can bring us.Part II Listening Comprehension

Section A Directions: In this section, you will hear two long conversations.At the end of each conversation, you will hear some 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 1with a single line through the centre.Conversation One

W: Hello, Professor Smith.M: Yes, Lily, any problem with the writing assignment? W: Yes.I‟m about to write my research paper summary.I‟m confused about the difference between a research paper and a research paper summary.M: I have a questions, have you finished writing your research paper? W: Not yet, I‟m in the middle of it.M: Then, it‟s advisable for you to wait after you finish your report.W: Why can‟t I do these two at the same time? M: No, you can‟t.To write a summary, you should first of all need to finish your report.Then, review your main ideas, and condense them into a short document.W: I see.The best way to begin writing the research summary is by reviewing my report.M: Yes.That‟s right.W: It seems I‟d better write my report at a faster speed.M: Ok.And, as you said just now, you don‟t know the difference between the report and the summary, right? W: Yes, I do.As I understand, they both write about the same thing.The difference is their length, one is longer and the other is a little bit shorter.M: Yes, you can say that again.Let‟s talk about their differences in class at a later time.But, in structure, they‟re similar.W: Similar? I know, for a research paper, it has a beginning, a middle and an end.M: Yes, so has the report summary.The beginning should introduce the topic and how you plan to address it.The middle of the summary will provide the main points you use to support your argument.The end of the document should summarize the conclusions your paper reaches.W: It seems to be so complex and so hard.M: You‟ll be better off if you keep two things in mind.One is to be concise, and the other is not to use too complicated terms.Questions 1 to 4 are based on the conversation you have just heard.1.When is the right time to write a report summary? 2.How‟s Lily‟s research paper going for now? 3.What does the middle of a research paper summary write about? 4.What does the professor suggest Lily do at the end of the conversation?

1.C 2.A 3.B 4.C

Conversation Two

W: This is Lucy Bowen.I‟m talking with Professor Jimmy Whitworth, from the London School of Hygiene and Tropical Medicine.Welcome, Professor!M: It‟s my honor to be here, and talk about a topic which may make the audience a little bit comfortable or horrible.That is, Ebola, which is spreading mostly in African countries.But, according to the news, more than 17,000 people in West Africa have survived Ebola infection.Sadly, doctors from the US National Institute of Health said, most of them will have long-lasting health problems.W: They have survived Ebola.That‟s very lucky.But, again, they have to feel its potential challenges.M: Yes, you can say that again.The related study shows that survivors in Liberia had developed body weakness, memory loss and depressive symptoms in 6 months after leaving hospital.W: So, in a way, Ebola hasn‟t gone away from these people.M: Yes.When people had memory loss, it tended to affect their daily living, for example, they couldn‟t return to school or normal jobs, and some people may have terrible sleeping problems, regular headaches, and even some patients are “actively suicidal”.W: Is there any available ways to cure these problems? M: Well, we‟re only trying to figure out what some of these problems are physical or mental.However, there‟s still much to learn about Ebola‟s other potential consequences, and there will be a long way to go before effective ways are found to cure them.Questions 5 to 8 are based on the conversation you have just heard.5.What were the speakers talking about?

6.How many patients survive Ebola infection in West Africa? 7.What symptoms did survivors in Liberia develop after leaving hospital? 8.What problems does memory loss cause for Ebola survivors?

5.A 6.C 7.B 8.C

Section B Directions: In this section, you will hear two passages.At the end of each passage, you will hear some questions.Both the passage and the questions will be spoken only once.After you hear a question, you must choose the best answer from the four choices marked A), B), C)and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Passage One

Sports enthusiasts at every level are clearly aware that the „mental‟ part of performance can be just as important as the physical.Good performance in gymnastics is often said to 90% mental and 10% physical.Other sports see „hidden‟ factors, such as confidence and a „cool‟ head under pressure, make up more than 50% of success.Many will talk about „being in the zone‟ when they perform at their peak.Olympic 100-metre gold medalist Linford Christie described his focus on the starting line as being like looking down a long, straight tune.His ability to blank out other competitors, the roar of the crowd, gave him those extra advantages over his rivals.In sport, psychology matters—and at every level.If you go onto the tennis court telling yourself that you‟ve never beaten Joe before and that you‟re not going to beat him today, then the result is very predictable.So, optimism boosts sporting performance, both at team and individual levels.Research into baseball and basketball teams in the USA revealed that teams have their own styles.The style used by teams after a defeat or when under pressure in the last few minutes of a game will determine future performance, regardless of the quality of the team.Those who are optimistic in the face of defeat are more likely to be successful in their next game;those who explain failures negatively will perform more poorly.Research into swimmers revealed that the same trend holds for individual athletes.Quite simply, when under pressure optimistic sportsmen and women try harder—and they recover from defeat more quickly.Questions 9 to 11 are based on the passage you have just heard.9.How much will confidence account for in gymnasts‟ success? 10.How did Linford Christie gain extra advantages over his rivals? 11.How can optimism help boost performance in sports?

9.C 10.B 11.C

Passage Two

Today, let‟s learn something about Gettysburg National Military Park, which was built in memory of the Battle of Gettysburg.Fought over the first three days of July 1863, the Battle of Gettysburg was one of the most crucial battles of the Civil War.The battle brought disaster to the residents of Gettysburg.Every farm field or garden was a graveyard.Churches, public buildings and even private homes were hospitals, filled with wounded soldiers.By January 1864, the last patients were gone as were the surgeons, guards, nurses, tents and cookhouses.Only a temporary cemetery on the hillside remained as a testament to the courageous battle to save lives that took place at Camp Letterman.Prominent Gettysburg residents became concerned with the poor condition of soldiers‟ graves scattered over the battlefield and at hospital sites, and pleaded with Pennsylvania Governor Andrew Curtin for state support to purchase a portion of the battlefield to be set aside as a final resting place for the defenders of the Union cause.In 1864, a group of concerned citizens established the Gettysburg Battlefield Memorial Association whose purpose was to preserve portions of the battlefield as a memorial to the Union Army that fought here.A Federally-appointed commission of Civil War veterans oversaw the park‟s development as a memorial to both armies by identifying and marking the lines of battle.Administration of the park was transferred to the Department of the Interior, National Park Service in 1933, which continues in its mission to protect, preserve and interpret the Battle of Gettysburg and the Gettysburg Address to park visitors.Questions 12 to 15 are based on the passage you have just heard.12.What did the Civil War bring to the local people in Gettysburg? 13.Who started the campaign for the protection of soldier graves? 14.When was the Gettysburg Battlefield Memorial Association established? 15.What was the responsibility of the veteran commission in building the park?

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

Section C Directions: In this section, you will hear recordings of lectures or talks followed by some questions.The recordings will be played only once.After you hear a question, you must choose the best answer from the four choices marked A), B), C)and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Now listen to the following recording and answer questions 16 to 19.Since the Industrial Revolution, natural habitats have been destroyed, and environments have been polluted, causing great harm to human beings, such as diseases in both humans and many other species of animals.In today‟s lesson, I will talk about land pollution, the sources of the pollution, its consequences and a few things we can do to prevent further pollution and protect our environment.To begin with, let‟s expand a little bit on the question, what is land pollution? Land pollution is the destruction of the earth‟s land surfaces, often directly or indirectly as a result of man‟s activities and their misuse of land resources.It occurs when waste is not dealt with properly, or can occur when humans throw chemicals onto the soil.Mining activities have also contributed to the worsening of the earth‟s surface.Human actions have caused many large areas of land to lose or reduce their capacity to support life forms.This is known as land degradation.Note that land degradation can result from many factors, and land pollution is only one of them.With regard to different sources of land pollution, many publications group them differently.Let us see these four main sources: Firstly, solid waste is the first source of land pollution.Solid waste includes all the various kinds of rubbish we make at home, school, hospitals, markets and workplaces.Things like paper, plastic containers, bottles, cans, food and even used cars and broken electronic goods, broken furniture and hospital waste are all examples of solid waste.Some of these can be easily coped with or decay into organic matter.Examples include food droppings, paper products as well as plants like grass and tree branches.However, others are not environment friendly, and they include plastics, metals and aluminum cans, broken computer and car parts.Because these do not easily decay, they pile up in places where all the city‟s rubbish are sent and stored, where they stay for thousands of years.These bring great harm to the land and people around it.The second source is the use of pesticides and fertilizers.Many farming activities engage in the application of fertilizers, pesticides and insecticides for higher crop yield.This is good because we get more food, but can you think of what happens to the chemicals that end up on the crops and soils? Sometimes, insects and small animals are killed and bigger animals that eat tiny animals(as in food chains)are also harmed.Finally, the chemicals may be washed down as it rains and over time, they end up in the water, causing water pollution.The third source is……

16.In the eyes of the speaker, who should be responsible for land pollution? 17.Why does the speaker mention “broken electronic goods”? 18.Why do people use fertilizers in farming activities? 19.What will the speaker probably talk about immediately after the passage?

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

Now listen to the following recording and answer questions 20 to 22.Almost 70 million children across the world are prevented from going to school each day, a study published today reveals.Those living in north-eastern Africa are the least likely to receive a good education—or any education at all, an umbrella body of charities and teaching unions known as the Global Campaign for Education has found.Somalia ranks the world‟s poorest countries according to their education systems.It has the least functional system in the world with just 10% of children going to primary school, while Eritrea is second worst.Haiti, Comoros and Ethiopia are in the similar situation.The report‟s authors, from charities including Plan and ActionAid, measured the likelihood of children attending primary school, a country‟s political will to improve its education system, and the quality of its schools to create the rankings.The study—Back to School? The Worst Places in the World—warns that attempts to ensure all children can attend school are under severe threat.By 2015, there will be more children out of school than there are today, unless the richest countries dramatically increase the aid they give to the poorest nations, the authors argue.“Poor countries are facing a worsening situation, as severe and deepening pressure from the economic downturn caused by the crisis of the rich world‟s banking system bites on their budgets,” David Archer, one of the authors from ActionAid says.Some £2.9bn is expected to be lost to education budgets in sub-Saharan Africa because of the economic crisis, he warns.Kenya, which is rated in the 50 worst countries for education, delayed plans to provide a free primary school education to 8.3 million children in September.The global economic crisis was one reason given for this.Girls are far less likely to attend school than boys in many of the world‟s poorest countries, the authors have found.In Malawi, of those that enroll, 22.3% of boys complete primary compared to 13.8% of girls.In rural Burkina Faso, 61% of girls are married by the age of 18 and over 85% never get to see the inside of a secondary school.Most rich countries have failed to keep their promises to help poor countries improve their education systems, according to the study.While the UK is active in aiding those countries, along with the Netherlands, Norway and Switzerland and Ireland, others—such as Greece, Austria, Italy and Germany—are not giving nearly as much as they should.20.What is said about Somalia? 21.What should be done to prevent more children dropping out of school by 2015? 22.What does the study say about girls in the world‟s poorest countries?

20.A 21.C 22.D

Now listen to the following recording and answer questions 23 to 25.Probably the best known nutrition fact about iron is that meats—particularly red meats—are rich in iron.While this is true, it is also true that a number of plant foods are also rich in iron.It may come as a surprise that researchers have found that people eating plant-based diets eat as much or more iron as people who regularly rely on animal foods.And, you‟ll see that the recommended list of excellent iron sources is largely dominated by plant foods.Without question, more human health problems worldwide are caused by iron deficiency than by lack of any other nutrient.Less well known is the fact that excessive iron stores are also responsible for a large burden of illness worldwide.As such, iron is a very important nutrient to understand not only for researchers and nutritionists but everyone, since we need to be aware of finding the right iron balance from our foods.But, iron really plays a big role in health support.All of the tissues in our body need a near constant supply of oxygen to maintain life.We maintain this oxygen delivery by the red cells in our blood.These have an iron-containing protein called hemoglobin, which is a perfect transporter for oxygen, in that it both picks up and releases oxygen in an exact and targeted way.The average man has about 2 grams of iron in his blood cells at any given time while women have about 1.6 grams.If the dietary iron intake falls below daily needs and this storage amount goes down, the ability to tolerate bursts of exercise will deteriorate.The reduction in blood count related to having low iron stores is called anemia.In addition to the key role iron plays in transporting oxygen to tissues, it also is necessary to support proper metabolism for muscles and other active organs.Almost all of the cells in our body burn dietary calories to create energy through a process that requires iron.When iron stores get low, this process gets compromised, and generalized fatigue can occur.What does the speaker say about iron and health? 24.Why is iron important in health support? 25.What is the speaker mainly talking about in the passage?

23.A 24.A 25.B

Part III Reading Comprehension

Section A 26.O 27.M 28.D 29.B 30.I 31.L 32.E 33.F 34.H 35.C Section B 36.L 37.D 38.M 39.G 40.N

41.B 42.J 43.K 44.I 45.H

Section C Passage One 46.C 47.B 48.C 49.D 50.A Passage Two 51.A 52.C 53.A 54.B 55.D

Part IV Translation