“姜贤求球必中”通过精心收集，向本站投稿了5篇6月英语六级和口试报名资格分数线确定，下面小编给大家整理后的6月英语六级和口试报名资格分数线确定，欢迎阅读!
篇1：6月英语六级和口试报名资格分数线确定
6月英语六级和口试报名资格分数线确定
关于206月全国大学英语六级考试（CET-6）年5月全国大学英语四、六级考试口语考试（CET-SET）报名资格的通知
12月全国大学英语四、六级考试成绩现已公布，全国大学英语四、六级考试委员会根据本次考试的`结果，确定2006年6月全国大学英语六级考试（CET-6）的报名资格为：
206月或年12月英语四级考试425分以上（含425分）并修完大学英语六级课程；
2005年6月以前已获得四级证书的在校学生，凭四级证书报考六级。
2006年5月全国大学英语四、六级考试口语考试（CET-SET）的报名资格为：
英语四级考试550分以上（含550分）或英语六级考试520分以上（含520分）；
2005年6月以前已获得四、六级证书的在校学生，报考口语考试的资格线仍为四级80分以上（含80分）或六级75分以上（含75分）。
本次口语考试通过网上报名，报名日期为2006年4月上旬，请留意全国大学英语四、六级考试委员会的网站（www.cet.edu.cn）上的通知。
全国大学英语四、六级考试委员会
2006年2月28日
篇2：6月英语六级报名时间及报名方式
大学英语四六级考试每年开考两次，即上半年一次，下半年一次。20上半年报名时间预计为年2月底―3月底。
报名方式：
报名方式一般为班级统一报名或在网上报名，全国各大高校报名时间不一致，一般以班为单位。报名网址为院校的教务处或者教育考试院网站。报名具体方法以院校教务处或考试院的报名通知为准，及时报名。
以学校为单位自愿参加，集体报名;考试日若考生在外地实习，仍应在所在学校报名;
从1月的考试开始，大学英语四六级考试将不再对社会考生开放，只对在校大学生开放。自2005年12月24日考试开始已经有部分省份部分或完全拒绝社会考生报名。报名截止后，不再接受报名。
报名条件：
1、全日制普通高等院校本科、专科在校生和在校研究生。
2、各类全日制成人高等院校本科、专科在校生。
3、修完大学英语六级课程且参加大学英语四级考试成绩达到425分以上(含425分)，才能报考大学英语六级考试。
4、考生一律在就读学校报名、考试。
5、报考日语四六级、德语四六级、俄语四六级、法语四级考试的学生，比照上述规定进行资格审查，但报考小语种六级不对四级成绩做要求。
6、同等程度的大专生或硕士研究生经所在学校同意，可在本校报名参加考试; 同等程度的夜大或函授大学学生经所在学校同意，可在本校报名参加考试;
7、凡已取得CET-6合格证书者不能再参加CET-6考试。但参加过CET-6考试未及格者，可以再次报名参加考试;
从201月的考试开始，大学英语四六级考试将不再对社会考生开放，只对在校大学生开放。各有关考点要认真执行上述要求，严格按照报名条件审核考生的报考资格，严禁接受社会人员报名，不得接纳非本校学生报名。
篇3：英语六级口试攻略
英语六级口试攻略
一、考试介绍
1、考试对象：
大学英语四、六级考试口语考试(CET Spoken English Test ，简称 CET-SET)用于考察大学生运用英语进行口头交际的能力。CET-SET 报考对象为获得全国大学英语四、六级证书且成绩达到一定分数线的在校大学生。
教育部规定，四级笔试550分、六级520分以上的考生可以报名参加口试。
2、考试时间及地点：
四、六级口语考试为一年两次，分别在5月和11月。考试地点在考生报名的考点，具体考场在考生报名后随机编组确定。
3、报名流程：
全国大学英语四、六级考试委员会根据教育部主管部门的文件规定，在有关城市设立若干个考点。考生到所在考试中心指定的考点报名并参加考试，报名时须随身携带身份证、二寸报名照一张及报名费用。
注意事项
考生须携带本人的准考证和身份证准时到规定的候考室报到，逾时 15 分钟不得进考场。
考生如发现准考证上的姓名有误，请在正式开考前将修改后的准考证交给主考，由主考按身份证上的姓名核对并签名确认。
如中途无故退场，将作自动放弃考试处理，成绩一律记为不合格。
自备饮料;不得携带手机、拷机等通讯工具进入候考室。
考生须在候考室等候参加考试，在候考期间未经同意不得随意离开候考室。
考试期间，必须遵守考场纪律，服从管理人员安排。
考试结束时，必须将准考证交给主考，同时记下自己的准考证号。
考试结束后，必须立即离开考区。
4、考试形式及试题构成：
CET-SET 考试采用面对面的形式，每场考试由 2 名主考和 3 (或 4 )名考生组成
CET-SET 考试分三部分：
第一部分是考生和 CET 授权的主考进行交谈，采用问答的形式。时间约 5 分钟。包括考生自我介绍、回答问题等。
第二部分包括 1.5 分钟的考生个人发言和 4.5 分钟的小组讨论。时间共约 10 分钟。
第三部分由主考再次提问以进一步确定考生的口头交际能力，由主考老师进一步提问。时间约 5 分钟。
5、考试成绩及合格证书：
口语考试成绩合格者由教育部高等教育司发给证书，证书分为 A、B 、C 三个等级，C等以上者将获得由教育部高教司颁发的注有CET Spoken English Test成绩等级的 CET 证书，成绩低于 C 等的不发给证书。
大学英语四、六级考试口语考试能力等级标准如下：
等级描述
A 等 能用英语就熟悉的题材进行口头交际，基本上没有困难
B 等 能用英语就熟悉的题材进行口头交际，虽有些困难，但不影响交际
C 等 能用英语就熟悉的题材进行简单的口头交际
D 等 尚不具有英语口头交际能力
6、评分标准采集者退散
CET-SET 主考在评分时使用以下标准：
a. 准确性 指考生的语音、语调以及所使用的语法和词汇的准确程度
b. 语言范围 指考生使用的词汇和语法结构的复杂程度和范围
c. 话语的长短 指考生对整个考试中的交际所作的贡献、讲话的多少
d. 连贯性 指考生有能力进行较长时间的、语言连贯的发言
e. 灵活性 指考生应付不同情景和话题的能力
f. 适切性 指考生根据不同场合选用适当确切的语言的能力
二、备考指导
1、准备一个有特色的自我介绍，给老师留下好印象。
考试一开始就是个自我介绍，最好有特色一点，因为这关系到给老师的第一印象，你在第一时间内所展现出来的个性特征很可能在主考老师的心里持续到最后一分钟。如果不能给老师留下好印象，即使你在之后的环节做的非常优秀，把你们同组的三个人在老师心中的印象重新排序仍是有些困难的。所有一个有特色的自我介绍十分重要。
2、对当前的热门或和学习相关的话题要有所准备和熟悉。比如奥运会，世博，低碳，环保等。
3、与老师交流一定要专心。
和老师的交流一般比cet6w.com，因为老师的提问一般是针对你的陈述引出来的问题，所以不要因为紧张而乱了方寸。
4、加强口语交流练习，表述内容要有条理。
平时练习时，最好是多看和多练一下历年的口语考试题目，可以找周围朋友或是社交活动的时候跟搭档练习一下找找感觉。每周都参与的话相信你的口语考试定能顺利通关。
1.英语六级口试报名条件
2.2015年12月英语六级口试大纲
3.大学英语六级考试口试文章练习
4.2017英语六级备考攻略
5.英语六级“抱佛脚”备考攻略
6.6月英语六级备考攻略
7.英语六级快速阅读攻略
8.英语六级阅读攻略详解
9.2017英语六级备考攻略及具体方法
10.2016英语六级考试小攻略
篇4：英语六级口试练习题
The war between Britain and France
In the late eighteenth century, battles raged in almost every corner of Europe, as well as in the Middle East, south Africa ,the West Indies, and Latin America. In reality, however, there was only one major war during this time, the war between Britain and France. All other battles were ancillary to this larger conflict, and were often at least partially related to its antagonist’ goals and strategies. France sought total domination of Europe . this goal was obstructed by British independence and Britain’s efforts throughout the continent to thwart Napoleon; through treaties. Britain built coalitions (not dissimilar in concept to today’s NATO) guaranteeing British participation in all major European conflicts. These two antagonists were poorly matched, insofar as they had very unequal strengths; France was predominant on land, Britain at sea. The French knew that, short of defeating the British navy, their only hope of victory was to close all the ports of Europe to British ships. Accordingly, France set out to overcome Britain by extending its military domination from Moscow t Lisbon, from Jutland to Calabria. All of this entailed tremendous risk, because France did not have the military resources to control this much territory and still protect itself and maintain order at home.
French strategists calculated that a navy of 150 ships would provide the force necessary to defeat the British navy. Such a force would give France a three-to-two advantage over Britain. This advantage was deemed necessary because of Britain’s superior sea skills and technology because of Britain’s superior sea skills and technology, and also because Britain would be fighting a defensive war, allowing it to win with fewer forces. Napoleon never lost substantial impediment to his control of Europe. As his force neared that goal, Napoleon grew increasingly impatient and began planning an immediate attack.
Evolution of sleep
Sleep is very ancient. In the electroencephalographic sense we share it with all the primates and almost all the other mammals and birds: it may extend back as far as the reptiles.
There is some evidence that the two types of sleep, dreaming and dreamless, depend on the life-style of the animal, and that predators are statistically much more likely to dream than prey, which are in turn much more likely to experience dreamless sleep. In dream sleep, the animal is powerfully immobilized and remarkably unresponsive to external stimuli. Dreamless sleep is much shallower, and we have all witnessed cats or dogs cocking their ears to a sound when apparently fast asleep. The fact that deep dream sleep is rare among pray today seems clearly to be a product of natural selection, and it makes sense that today, when sleep is highly evolved, the stupid animals are less frequently immobilized by deep sleep than the smart ones. But why should they sleep deeply at all? Why should a state of such deep immobilization ever have evolved?
Perhaps one useful hint about the original function of sleep is to be found in the fact that dolphins and whales and aquatic mammals in genera seem to sleep very little. There is, by and large, no place to hide in the ocean. Could it be that, rather than increasing an animal’s vulnerability, the University of Florida and Ray Meddis of London University have suggested this to be the case. It is conceivable that animals who are too stupid to be quite on their own initiative are, during periods of high risk, immobilized by the implacable arm of sleep. The point seems particularly clear for the young of predatory animals. This is an interesting notion and probably at least partly true.
Modern American Universities
Before the 1850’s, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students.
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In German university was concerned primarily with creating and spreading knowledge, not morals. Between mid-century and the end of the 1800’s, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them return to become presidents of venerable colleges-----Harvard, Yale, Columbia ---and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor’s own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate student learned to question, analyze, and conduct their own research.
At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own course of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.
children’s numerical skills
people appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-----or, as the case might be, bumped into-----concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers------the idea of a oneness,
a twoness , a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table-----is itself far from innate
The Historical Significance of American Revolution
The ways of history are so intricate and the motivations of human actions so complex that it is always hazardous to attempt to represent events covering a number of years, a multiplicity of persons, and distant localities as the expression of one intellectual or social movement; yet the historical process which culminated in the ascent of Thomas Jefferson to the presidency can be regarded as the outstanding example not only of the birth of a new way of life but of nationalism as a new way of life. The American Revolution represents the link between the seventeenth century, in which modern England became conscious of itself, and the awakening of modern Europe at the end of the eighteenth century. It may seem strange that the march of history should have had to cross the Atlantic Ocean, but only in the North American colonies could a struggle for civic liberty lead also to the foundation of a new nation. Here, in the popular rising against a “tyrannical” government, the fruits were more than the securing of a freer constitution. They included the growth of a nation born in liberty by the will of the people, not from the roots of common descent, a geographic entity, or the ambitions of king or dynasty. With the American nation, for the first time, a nation was born, not in the dim past of history but before the eyes of the whole world.
1.英语六级口试攻略
2.大学英语六级口试备考技巧
3.12月英语六级口试大纲
4.2017英语六级口试报名条件
5.英语六级练习题
6.英语六级听力练习题目
7.英语六级听力的练习题
8.20大学英语六级考试口试文章练习
9.英语六级段落匹配练习题
10.英语六级翻译练习题：端午节
篇5：英语六级如何报名
英语六级如何报名
首先，全日制普通高等院校本科、专科、研究生在校生;各类全日制成人高等院校本科、专科在校生;修完大学英语四级课程的学生才可以报考四级英语考试。
笔试每年两次，大概时间在三到四月份和八到十月份，具体报名时间本校教务处会有通知。笔试，每年的六月份和十二月份各有一次。
接着，口试也是每年两次，考试时间一样。在笔试前进行，每年五月份和十一月份也各有一次。需要注意的是只有笔试成绩达到一定分数线时，才有资格报考口试。这个四六级都是一样的!!!
等到报名时间临近，本校的教务系统相应的报名界面会开启，进行网上报名。需要注意的是，要选择准确你所要报考的项目(四级或者六级)。之后，要认真核实自己本人的具体信息，包括姓名，身份证号，手机号以及自己的电子照片是否上传等。
接下来讲一些关于四级考试的范围和主要的题型等。四级考试由四个部分组成 (听力理解，阅读理解，写作，和翻译)。1.听力分值比例占35%(其中对话占15%，短文占20%)，考试时间35分钟。对话部分包括短对话和长对话;短文部分包括短文理解和复合式听。2.阅读理解。阅读理解包括仔细阅读和快速阅读;仔细阅读要求，阅读三篇短文;快速阅读采用一至两篇较长篇幅的文章或多篇短文。
除了以上部分，还有写作和翻译。写作所占分值比例为15%，，考试时间30分钟，按要求写出一篇不少于120词的短文;翻译所占比例为5%，内容为汉译英，共5个句子，考试时间5分钟。以上就是报考四级考试的一些重点，下面我们再说说六级考试。
报考六级的前提是：修完大学英语四级课程的学生;具有四级合格证书或者取得425分(含425分)以上四级考试成绩的学生。必须满足这两点，才能报考六级英语考试。具体报名流程和报考四级考试一样，如有疑问，可参考上面四级报考流程。
分值和四级同样是710分。
报考六级的一些重点：考试题型包括听力、阅读、写作、翻译四个部分。在短文部分包括短文理解及单词和词组的听写;阅读理解包括1篇长篇阅读和3篇仔细阅读;在选词填空中，要求考生阅读一篇删去词汇的短文中选择正确的词汇填空，复原短文。
翻译所占分值比例为15%，考试时间30分钟。最后作文满分为15分，分六个评分标准。
有效提升英语成绩的方法
要学会正确的读英语。很多人的英语口语或听力不好，其中一个重要原因就是不会正确的英语发音。要想改变这种状况，首先还是应该自学下音标，做到正确发音，再加上不断的练习，才会有所提高。
方法/步骤2
要扩充自己的词汇量，大家可以每天坚持背四六级的词汇书，英语要想有质的提升还是又要充足的词汇量作为基础。可以每天制定相应的计划，例如每天背30个单词，并坚持完成计划量才可以。
方法/步骤3
要多练习听力，可以选择一些比较适合我们现在水平的听力，如VOA慢速英语，TED TALK 以及一些英语新闻等，每天坚持听一点，无形中会有很大的提升。可以下一个比较好用的英语app，里面有很多英语听力资源，大家可以试试看的。
方法/步骤4
多练习英语写作和阅读。可以使用阅读小说，看美剧，写作练习等方法试试看。如果能每天坚持练习也会在不知不觉中提高英语的读写能力。
方法/步骤5
最后一点我觉得应该是培养兴趣，制定计划。兴趣是最好老师，英语学习也是一样，还有就是每个人需要根据自己的情况制定计划，如四六级，或有的同学需要准备雅思出国等，可以根据自己的需要制定了切实可行的英语学习计划，才会事半功倍。
