評(píng)論
打印
2013年12月的六級(jí)考試是改革后第一次考試。對于認(rèn)真準(zhǔn)備本次考試的同學(xué)們來說，現(xiàn)在考試前面對未知的緊張感應(yīng)該已經(jīng)褪去，取而代之的是對考試成績的希冀。下面僅以目前可見的其中一套真題對本次閱讀選詞填空和長篇閱讀的題目進(jìn)行簡要分析，希望對今后同學(xué)們的備考有所幫助。
先來看看選詞填空。本套試卷的選詞填空選取了一篇教育話題的文章。教育話題屬于高頻話題。文章分析了讓家庭成員在家中只說英語的一種第二語言學(xué)習(xí)方法及其依據(jù)和漏洞，表達(dá)了對該方法的質(zhì)疑，論證了該方法的錯(cuò)誤之處。作為整個(gè)閱讀考試的第一部分，選詞填空難度中等，基本與原四級(jí)選詞填空難度一致。涉及的單詞和搭配也大都是課堂上反復(fù)強(qiáng)調(diào)過的常考詞匯，如表示"源自于"的"stem from"，表示"壓倒性的"的"overwhelming" (stem from與come from，stem from，originate from同義，overwhelmed"不知所措的"，見強(qiáng)化班"選詞填空單詞精讀")，表示"資產(chǎn)，財(cái)產(chǎn)"的"asset"（課堂上對常考表示"所有物，財(cái)產(chǎn)"含義的單詞做過總結(jié)，包括asset，property，belonging，possession等）。當(dāng)然，每次考試都有3個(gè)左右的難詞，比如本次考試的"deviate"（脫離常軌），"simultaneously"（同時(shí)地），"successively"（接連地），可能對于單詞量較貧乏的考生有較大干擾。15個(gè)單詞中，考到名詞3個(gè)，動(dòng)詞5個(gè)，形容詞4個(gè)，副詞3個(gè)，其中有不少詞匯是多詞性詞義的，提醒今后的考生備考要更加注意對單詞詞性、搭配的掌握。考到的常見詞性搭配有adj.+ n. , v.+ prep. , adv.+ adj., v.+ adj., art.+ n., 考到的語法現(xiàn)象有被動(dòng)句，be動(dòng)詞用法等。選詞填空考場上的目標(biāo)分值是4道題過線，6道題優(yōu)秀，相信按照上課說的先判斷詞性再判斷詞義的步驟，結(jié)合單詞搭配和語法知識(shí)，同學(xué)們應(yīng)該可以比較輕松完成考試目標(biāo)分值。
原題如下：
Quite often, educators tell families of children who are learning English as a second language to speak only English, and not their native language, at home. Although these educators may have good (36) , their advice to families is misguided, and it (37) from misunderstandings about the process of language acquisition. Educators may fear that children hearing two languages will become (38) confused and thus their language development will be (39) ; this concern is not documented in the literature. Children are capable of learning more than one language, whether (40) or sequentially(依次地). In fact, most children outside of the United States are expected to become bilingual or even, in many cases, multilingual. Globally, knowing more than one language is viewed as an (41) and even a necessity in many areas.
It is also of concern that the misguided advice that students should speak only English is given primarily to poor families with limited educational opportunities, not to wealthier families who have many educational advantages. Since children from poor families often are (42) as at-risk for academic failure, teachers believe that advising families to speak English only is appropriate. Teachers consider learning two languages to be too (43) for children from poor families, believing that the children are already burdened by their home situations.
If families do not know English or have limited English skills themselves, how can they communicate in English? Advising non-English-speaking families to speak only English is (44) to telling them not to communicate with or interact with their children. Moreover, the (45) message is that the family's native language is not important or valued.
參考答案：FLIBK AEHDN
