1、ysisoftheTeachingStrategiesoftheTestofCET4andysisoftheTeachingStrategiesoftheTestofCET4and: This article focuses on the teaching strategies of the reformed test of CET4 CET6. It ysis the characteristics of the reformed Test of CET4 and CET6, and existing difficult to the students for the reformed te

2、st of each part. As we all tCET4 and CET6 is one of the level test in China to check the college students English Now days, so many company and l institutions attach importance to these s. Even set a requirement when a ter wants to enter their company. So sa quiet important influence for those gradu

3、ating students. And as we all know every college pays attention to the collegeEnglish teaching, butunfortuna y, the teaching strategies which our teachers used before were not good enough for our students apply to the real life. 2005 our educators decide to change the test context, and this new test

4、 began in 2013 . kye of this reformed test is to make the English teaching in college much practicable. The aim of this r is to find out the teaching strategies for the reformed test each part. And thestrategies must be useful for the students to ascan help them topast the exam he knowledge as Key w

5、ords: CET4; CET6; reformed test, teaching strategies; translation, 針對大四六級的教學(xué)對策針對大四六級的教學(xué)對策Thecharacteristics ofthereformedtest ofCET4and ListeningThecharacteristics ofthereformedtest ofCET4and ListeningReading. 2.43.Theexisting difficult. 3.1ListeningReading. 3.4TeachingTeachingstrategiesfor4.1.1Teac

6、hingwritingwithwordsorsandwriting4.2Teachingstrategiesforlistening4.2.1Strength theimportance of tionforlisteninge thePlanninginstructionfor thedevelopment oflistening Using authentic materialsforlisteningTeachingstrategiesforTeachingstrategiesforysisoftheTeachingStrategiesoftheReformedTestCET4andTh

7、e College English Test CET administered by the Ministry of EducationysisoftheTeachingStrategiesoftheReformedTestCET4andThe College English Test CET administered by the Ministry of Education of China is nation wide standardized test aiming at an objective assessment of English proficiency college stu

8、dents and an effective feedback for college teachers to improve classroom teaching. It is o two kinds for the convenience of grading English teaching: College English Band Four CET-4 and College English Band Six CET-6 astudent-level-referenced test it has been playing an important role in the improv

9、ement English proficiency since the execution of CET-4 inSept. 1987 andCET-6 Jan. 1989. CET4 and CET6 are the ive examinations on evaluating college English proficiency. For along time professors and college students have them as the key tests to prepare and implement. From 1987 to 2008 the rise of

10、the examinees he number should be attributed to many factors among which two factors play a role. One is the compulsory policy adopted by most of the universities and colleges in They laid down a t failing to pass CET-4 t a college student cannot his/her bachelor degree and failure to pass CET-6 t h

11、e/she cannot get his/her bachelor degree or master degree. The other the more important one t e a sity in ones application for a job. Lots of companies and factories take it one of theprerequisitesforone tobe In January 2005 the Ministry of Education announced a reform on the College Test: s are o t

12、he report cards and the CET will not connect bachelors degree. After the Ministry ofEducationannounced The Course Requirements CollegeEnglishEducationtheformof CETstarted.TheCourse Requirementsof English Education shows its aim on nurturing students all-round abilities. Its key students Meanwhile“Mu

13、ltimedia Teaching Pattern” ed out. And the total score of the test 710. The score reported by each part Meanwhile“Multimedia Teaching Pattern” ed out. And the total score of the test 710. The score reported by each part t can show which part the student is good Although a lot of college students are

14、 quite joyful for they will not be oppressed by the any longer, the facts in the last three years t CET4 and CET6 are still the ive English examinations in China. In a matter cts does a college students a d assing CET4 and the most useful to improve the studentsEnglishAccording to the requirement of

15、 the reformed test which pays attention to the listening andtranslation part, this articlefocuson thestrategiesof English teaching for these two aswell asmention reading 2.ThecharacteristicsofthereformedtestofCET4and2.1Thewritingdidnotchange, likebefore,therecan beany kindofhisexam. thescorepercenta

16、geof thispartis15%,requiresstudentsfinish thispartwithin 302.2 ListeningAccordingtothereformedtest, listeningcanbedivided twomainlyone is eight short conversations and two long conversations, the second one passage.Thesecondoneconsiststwoparts-passageand ion.Asforshortconversations, thematerialsalmo

17、starelothes,eat,living,travel, workand Thelong conversationsarenewadded question, every one usually has3to 4questions, itslonganddifficult.Passagehasthreepassages, everypassages 200 to 300 asusual, theymayanecdotes, techniqueessaysand somepopular topicofthesedays. ofpassageion, esvocabularyandphrase

18、ions, the difficultyand length not change. We can t thematerialsoflistening part almost areconversationsreal life, a course of lectures, broadcast s which is ore realness. time of this part limited in 30 minutes. However, the score percentage of this sincreasedto35%,sowecanseetheeducatorsattachgreat

19、importancetothecollegestudents all around abilities after the opening and reformed.2.3Reading; the last one is ; the second one is long passage reading reading . The biggest change ; the last one is ; the second one is long passage reading reading . The biggest change of this part is the cloze test

20、part was no longer the test anymore. The question types of vocabulary are choose and s, as we all know CET4 has this part before, type is only for CET6. Long passage ET6 did ve, so this added changed a lot, the fast became the long passage reading , but the degree of and length like of passage has t

21、en , each sentence is a question the information of it comes from the passages every paragraph, requires examinees find each sentence comes from which paragraph. It is t paragraph matching question istheGREsclassic question type. Soitasksexamineesshould have aability. The materials of this part can

22、be come from any kind of almost from techniques, culture, geography, politic and so on. The score percentage of sdecreased to 35%, andthetimeis40 2.4 As we all t the former single sentence translation, now it is paragraph translation. According to ysis of the lists, this little harder compared befor

23、e, students should learn to use English to express The materials may relateto history, literature, culture, economic, l and so on. As for CET4, the length of translation may range from 140 to 160 CET6 is 180to 200words. Expertssay, ifan examinee want to get ahigh test, he should pay attention to the

24、 translation. The percentage of this part is 15%, and timeis30 minutes. Thetotaltime ofthe testincreased to 130 yses the test, there is no t repare the exam we should on listening and translation. And the old teaching method is not good enough for now 3.Theexistingdifficult3.1Now daysmost college st

25、udents used to thethinking towrite not good at ing out the center idea at the beginning of a ition, lack of not good at ing out the center idea at the beginning of a ition, lack of ement and topic sentence. When they want to out the center idea, they t time have passed the art, so have to come in a

26、hurry. One of the reason theylack ofrightword toexpressthe exact 3.2 Listening, students tion is the biggest problem the students. Most non-English tion exists a quiet heavy problem, because of the influence of their and themselves lack of the basic knowledge. Except this, it is difficult for them t

27、o distinct phonemeaswell asskim, liaison,assimilation andcontraction which socalled linguistic Second, the ty of students is so little, and their basic knowledge of not well neither. Seeing from the new type of question, asking more vocabulary control. Generally speaking, no matter how well his list

28、ening is, when come across an new words, the result of the test will be influenced more or less. So control a mount of vocabulary is a important requirement for students to improve their listening ability. However, grammar is prerequire as well as the key to solve problem. There is no t you do d gra

29、mmar well, its hard to improve your listening ability. Third, students lack listening skills, most students dont know how to make full use of the one or two minutes before play the materials. Actually, we can look through these questions quickly to get main idea during the time, but not only depend

30、on . Besides, most listening time short but the information is very rich, so if you want to get the wholeinformation youdbetter have a sharp memory, unfortuna y there just few people have this ability. Most students dont have the habit of taking note, they just listen, even worse they get distracted

31、 during listening so miss a lot important information. Last but not least, most students dont listening exercises after class. Now days, for non-English students they have four k, but for practice listening only have one class, if you want to depend on the one class to improve your listening ability

32、, it is sible. If you dont insist listening every day,it ishard toimproveyourlistening For the teaching approaches, there is a t pays attention to reading writing, not the listening. Because of the limited facilities, it is rarely to train listening And under the goal of exam, teachers and studentss

33、 attention still on the control of linguistic knowledge and writing, thus ignored the importance of listenings training and practicing.3.3ReadingThere exists a common t when sage students are in it and even feeling boring. We should And under the goal of exam, teachers and studentss attention still

34、on the control of linguistic knowledge and writing, thus ignored the importance of listenings training and practicing.3.3ReadingThere exists a common t when sage students are in it and even feeling boring. We should t learning English is a complicated sof psychology, lly reading . During a English e

35、xam, students forced to read the passage, sometimes even want to give up after reading one. could this happen? because they lack erest. Then, we have abad habit while tis reading word by word. Some students wants get the main idea so they look very however, they waste a lot of time which is limited

36、during exam. Besides, we often et relationship n two paragraphs, when come across a new word they get lost their and hard to control the whole paragraphs idea. We so say their vocabulary is not enough. Last but not least, students psychology quality is not good enough, worrying short of time. lly of

37、 the time, e very anxious t to speed their reading pace. In fact, they even do not get the main idea when they complete the questions.Asfor theresult,theynotonly wastetheir timebut also getlow Off course, the way of teaching also ings. We have the common t teachers are the classs center, they give s

38、tudents book knowledge and students just take notes during class. Most students are forced to accept the knowledge, and feeling bored reading class. Except this, teachers are yze the grammar structure, letting e ensive rammar class. The s of teaching grammar, learning new words, then find out the ri

39、ght answer together, students are not like this kind of class at all. Make the students lack of the ability to pick up the important information, understandand conclude the mainidea. So itis noteasy to improve their reading 3.4 The different understanding of words cause many translation mistakes. We

40、st and culture have difference, generally speaking, students do not notice this so always For Wrong: chinas economic is a big problem. Right: chinaseconomicisanimportantAs we can see, the word問題” is wrong, because we just want to find out the corresponding word butnot thinkof the situation. We know

41、“problem” means the fact is little serious and need us to solveFor Wrong: chinas economic is a big problem. Right: chinaseconomicisanimportantAs we can see, the word問題” is wrong, because we just want to find out the corresponding word butnot thinkof the situation. We know “problem” means the fact is

42、 little serious and need us to solve or something related numbers, while “question” is much n“problem”.Then, there isaquietfamoustranslation way in China wecalled For (1) 他在和一位街道婦女在談話Wrong:heistalkingwi Right: he is talking wi(2) streethousewifeofresidentialWrong: learn scientific and culture Right:

43、 acquire scientific andcultureIn le one, “街道婦女” can not o street women because in English is different translator will easily means prostitutes. So on account of the thinking translationPassive translation is also a big question for students. Because the of voice is very different during west and ea

44、st, sometimes we need to use passive voice to make it clear in case of making misunderstanding. But most students can not use For le:studentsarerequested toit their bagsbeforeenter theWrong: 學(xué)生們被要求進(jìn)入大廳之前把包存起來This kind of translation structure is very mechanically following the original structure. Al

45、though also have passive , but the scope is quite narrow. Englishitisquietnormal tousepassive, and we can sivesentenceoactive 4.Teachingstrategiesforthereformedsors and writing The use of word-sing programs4.Teachingstrategiesforthereformedsors and writing The use of word-sing programs in teaching i

46、tion can provide number of benefitstoboth studentsandteachers. For le,Greeniaand advanced Spanish ition classes in which students work almost exclusively on computer, using a standard word-sing program such as Word Perfect Word. Het students usingcomputer-based instruction can produce threeto times

47、more writing in a n can those working without the aid of multiplying their opportunities to improve through daily assignment of various types. He provides useful and comprehensive guidelines forsetting up a writing course of thistype. teacher responds to students work turned in on a diskette, which

48、holds a variety of including course information and syllabus, a working space for ongoing computer assisted instructional setting, students and teacher work together as a writing community, with students responding to one anothers work in a cooperative learning 4.2.1 Strength the importance of tion

49、for listening e the During teaching, teachers should play the pure English voice recording, and ask students to e the tion thus correcting students wrong tion while strengthening the students to master the phonetic symbols, to make students master basic rulesof tionandtone, stress, blasting, weakrea

50、dingtionskills.riod of time, studentshaveformahabit of correctingmistakesbythemselves, they will find t their tion have improved sharply. Besides, teachers can tongue twister to practice their tongue oreflexible. For le: shesellss the seashore, and the s she sells are s. I am sure, she sells s at se

51、ashore,thesshesellsares, for 4.2.2PlanninginstructionforthedevelopmentoflisteningMost scholars t the lowest proficiency levels, listening t veryfamiliar and/or predictablecontenttarerelevant to erestswill bet students will be ableMost scholars t the lowest proficiency levels, listening t veryfamilia

52、r and/or predictablecontenttarerelevant to erestswill bet students will be able to use their knowledge of the world to aid them can be when their linguistic skills are different. For td lly useful at the lower ranges of proficiency because of the visual support the provide, as long as students know

53、As teachers design the tasks to t they are not expected to understand plished with various listening materials, esforwhichsomeonemightlistentoagiven ed but also to overall level of competence should n mind the normal or naturaltest. The tasks need to be geared to such students. One can except, in t

54、students will be able to understand the gist and/or few main ideas in familiar passages at the lower levels of proficiency and eventually extract more and more precise information of a detailed nature from a given listening test as proficiency develops. Beginning ermediate students will need pre lis

55、tening activities help ipate and predict the relevant content in the passage. Preliminary t multiple opportunities to listen for a variety of different es will also helpfulinincreasingstudents d, 4.2.3UsingauthenticmaterialsforlisteningA good way to incorporate simulated authentic discourseo the cla

56、ssroom is through the use of semi script(Geddes and White, 1978). A semi script is a set of notes or s t is provided to native speakers for the e of generating a monologue t sounds authentic. The notes might include specific vocabulary or t should be he speech le, or simply indicate eral ideas to me

57、ntioned or discussed. The t is created from the semi script can be recorded audio tfor use in the classroom. Some scholars have t listening materials may be very frustrating for beginners(Ur 1984; Dunkel 1986) and to t is beyond the learners can be anxiety-1984). Other scholars have advocated the us

58、e of authentic materials early in t t can berelated to the learnersexperience are chosen; the text length not too great; and anizers, ion activities, and schema-based pre techniquesareused(Bacon, Another way egrate authentic listening and o instruction is through use of multimedia software. Noblittd

59、efines“a t combines sounds,not too great; and anizers, ion activities, and schema-based pre techniquesareused(Bacon, Another way egrate authentic listening and o instruction is through use of multimedia software. Noblittdefines“a t combines sounds, and text eractive control by thelearner” t one crit

60、erion for the effectiveness of ,or multimedia is the extent to which the can be compared to “face-to-face communication”. She outlines five characteristics ce-facet can benefit listeners:(1) itisimmediate; (2) iteractivein(3) it is multisensory, involving both linguistic and extralinguistic cues; (4