大学英语六级考试口试文章练习(（推荐6篇））由网友“一颗布洛芬”投稿提供，以下是小编整理过的大学英语六级考试口试文章练习，欢迎阅读分享，希望对大家有帮助。
篇1：大学英语六级考试口试文章练习
Prices determine how resources are to be used. They are also the means by which products and services that are in limited supply are rationed among buyers. The price system of the United States is a complex network composed of the prices of all the products bought and sold in the economy as well as those of a myriad of services, including labor, professional, transportation, and public-utility services. The interrelationships of all these prices make up the “system” of prices. The price of any particular product or service is linked to a broad, complicated system of prices in which everything seems to depend more or less upon everything else.
If one were to ask a group of randomly selected individuals to define “price”, many would reply that price is an amount of money paid by the buyer to the seller of a product or service or, in other words that price is the money values of a product or service as agreed upon in a market transaction. This definition is, of course, valid as far as it goes. For a complete understanding of a price in any particular transaction, much more than the amount of money involved must be known. Both the buyer and the seller should be familiar with not only the money amount, but with the amount and quality of the product or service to be exchanged, the time and place at which the exchange will take place and payment will be made, the form of money to be used, the credit terms and discounts that apply to the transaction, guarantees on the product or service, delivery terms, return privileges, and other factors. In other words, both buyer and seller should be fully aware of all the factors that comprise the total “package” being exchanged for the asked-for amount of money in order that they may evaluate a given price.
篇2：大学英语六级考试口试文章练习
A painter hangs his or her finished pictures on a wall, and everyone can see it. A composer writes a work, but no one can hear it until it is performed. Professional singers and players have great responsibilities, for the composer is utterly dependent on them. A student of music needs as long and as arduous a training to become a performer as a medical student needs to become a doctor. Most training is concerned with technique, for musicians have to have the muscular proficiency of an athlete or a ballet dancer. Singers practice breathing every day, as their vocal chords would be inadequate without controlled muscular support. String players practice moving the fingers of the left hand up and down, while drawing the bow to and fro with the right arm―two entirely different movements.
Singers and instruments have to be able to get every note perfectly in tune. Pianists are spared this particular anxiety, for the notes are already there, waiting for them, and it is the piano tuner’s responsibility to tune the instrument for them. But they have their own difficulties; the hammers that hit the string have to be coaxed not to sound like percussion, and each overlapping tone has to sound clear.
This problem of getting clear texture is one that confronts student conductors: they have to learn to know every note of the music and how it should sound, and they have to aim at controlling these sound with fanatical but selfless authority.
Technique is of no use unless it is combined with musical knowledge and understanding. Great artists are those who are so thoroughly at home in the language of music that they can enjoy performing works written in any century.
篇3：大学英语六级考试报考指南：口试大纲
口试大纲
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，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
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
一、评分标准
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、语言功能
CET-SET 考试要求考生参与不同形式的口头交际，其语言能力将根据其在考试中的表现予以测量，考生需要掌握的语言功能和意念在《大学英语教学大纲》中已明确列出。以下仅列举其中部分的语言功能和意念。
友好往来
问候，介绍，告别和告辞，祝愿和祝贺，感谢和应答，道歉和应答，提议、邀请和应答。
相互交流
开始交谈，继续交谈，改变话题，停止交谈。
态度
愿意，希望，意向，决心，责任，能力，允许，禁止，同意和不同意， 否定，喜欢和不喜欢，偏爱，责怪和抱怨，判断、决定和意见。
劝说
命令，劝告和建议，承诺，提醒。
感情
焦虑，惊奇，兴趣，加重感情色彩。
存在
存在和不存在，有和没有。
空间描述
位置，方向，运动，距离。
时间
时刻，时段，时间关系，频度，时序。
发表意见和看法
询问意见和看法，发表意见和看法，对意见和看法的反应，同意，不同意，要求澄清，澄清意见和看法。
争辩
讨论，讨论观点，反驳论点，提出进一步论证，劝说和对劝说的反应。
三、考试形式
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。
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。时间约 5 分钟。
四、输入信息
CET-SET 考试运用以下两种形式的输入信息来产生信息差：
1）画面提示（如图片、图表、照片等）；
2）文字提示。
五、标准描述
语言准确性和范围
话语的长短和连贯性
语言灵活性和适切性
5 分
语法和词汇基本正确
表达过程中词汇丰富、语法结构较为复杂
发音较好，但允许有一些不影响理解的母语口音
在讨论有关话题时能进行较长时间的、语言连贯的发言，但允许由于无法找到合适的词语而造成的偶尔停顿
能够自然、积极地参与讨论
语言的使用总体上能与语境 、功能和目的相适应
4 分
语法和词汇有一些错误，但未严重影响交际
表达过程中词汇较丰富
发音尚可
能进行较连贯的发言，但多数发言较简短
组织思想和搜寻词语时频繁出现停顿，有时会影响交际
能够较积极地参与讨论，但有时内容不切题或未能与小组成员直接交流
语言的使用基本上能与语境、功能和目的相适应
3 分
语法和词汇有错误，且有时会影响交际
表达过程中词汇不丰富，语法结构较简单
发音有缺陷，有时会影响交际
发言简短
组织思想和搜寻词语时频繁出现较长时间的停顿，影响交际，但能够基本完成交际任务
不能积极参与讨论，有时无法适应新话题或讨论内容的改变
2 分
语法和词汇有较多错误，以致妨碍理解
表达过程中因缺乏词汇和语法结构而影响交际
发音较差，以致交际时常中断
发言简短且毫无连贯性，几乎无法进行交际
不能参与小组讨论
六、考生手册
A. 考试简介
1 考试性质
大学英语四、六级考试口语考试（ CET Spoken English Test ，简称 CET-SET ）用于测量我国大学生运用英语进行口头交际的能力
2 考试对象
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，
试行阶段的报考对象根据教育部有关文件决定，具体报名规定见考试委员会通知。
3 考试形式
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（如下图）：
4 试题构成
部 分
时间
题型
说 明
Part 1
5 分钟
问答
“热身”题，包括考生自我介绍、回答问题。
Part 2
10 分钟
发言和讨论
考生准备 1 分钟后，根据所给提示作一个 1.5 分钟的发言；小组就指定的话题讨论（约 4.5 分钟）。
Part 3
5 分钟
问答
由主考进一步提问。
5 考试成绩
考试总分为 15 分，分为 A 、 B 、 C 和 D 四个等级（描述见“能力等级标准”）。
6 合格证书
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。
B. 考生须知
1 报名条件及流程：
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.
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。
报名流程：
2 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。
3 考试时间
一年两次，分别在 5 月和 11 月。
4 考试地点
考试地点在考生报名的考点。具体考场在考生报到后随机编组确定。
5 考生培训
考生必须参加考点组织的考前培训，包括：
・ 通知考试时间、地点、考场及候考室等考务安排
・ 介绍大学英语四、六级考试口语考试程序并播放考试过程录像
C. 能力等级标准
等级
等 级 描 述
A+
14.5-15分
A
13.5-14.4分
能用英语就熟悉的题材进行口头交际，基本上没有困难。
B+
12.5-13.4 分
B
11-12.4 分
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+
9.5-10.9 分
C
8-9.4 分
能用英语就熟悉的题材进行简单的口头交际。
D
7.9 分以下
尚不具有英语口头交际能力。
篇4：大学英语六级口语考试练习资料
练习资料
Isn't it comfortable?
真是舒服啊!
A：Isn't it comfortable?
真是舒服啊!
B：You bet.
当然了。
It is so gray.
天色好灰暗。
A：The sky is gray.
天色好灰暗。
B：lt's cloudy and gray again.
天色又多云灰暗了。
What a sunny day!
真是个晴朗的日子!
A：What a sunny day!
真是个晴朗的日子!
B：I'd like to go on a picnic.
我想要去野餐。
It is windy.
风很大。
A：It is so windy.
风好大喔。
B：Yes,and I heard that a typhoon is coming soon.
是啊!我听说台风很快就会登陆了。
How's the weather?
天气如何?
A：How's the weather today?
今天天气如何啊?
B：It looks like it's gonna rain!
看起来快下雨了!
What's the weather like?
天气如何?
A：What's the weather like in your country?
你们国家的天气情况是怎样的昵?
B：It's very hot and humid in the summer.
夏天的时候又热又湿。
Do you have snow in winter?
你们那里冬天时会下雪吗?
A：Do you have snow in winter?
你们那里冬天时会下雪吗?
B：No,we don't usually have snow.
通常不会。
It snows only in the very high mountains.
只有在高海拔的山区才会下雪。
What is ... like?
...是什么样子呢?
A：What is autumn like in Canada?
加拿大的秋天是什么样子呢?
B：It's very colorful because many leaves of trees change colours in autumn.
秋天是色彩缤纷的，因为各种树叶在秋天改变了颜色。
英语六级口语复习技巧
第一步：把你的根基搭建起来
要提高听力的关键在于“互动”，就是必须回馈你所听到的东西，要去确认你是否听到，听对，听漏;无意识的学习是很浪费时间的，尤其是对于“没有多少时间的成年人”。
听力的方法：
选择文本。文本以你能看懂80%以上的，如果什么都看不懂，那么就赶紧去补单词，补句子，补阅读。不建议去听那种每个词都不认识的文章，因为……那种训练根本达不到效果，你都忙着查词去了
第一遍听，大概抓住全文的要义 。听完以后，快速在脑子里过一遍文章结构。
仔细听，愿意做听写的可以做听写，不愿意做的把听不明白的地方抓出来，反复跟读。一定要做好笔记，把听不出来的东西反复听。
再听。直到听懂为止。
要提高听力，最重要的是每天听，大量听，并且精听。
第二步：口语，从正确说话开始
口音不是大事情，发错音才是大事情。就那中文来说“吃饭”，这个词北方人可能会更卷舌，南方人的舌头则可能是偏直的(所以听起来很温柔)，这个就是个人特色……但是，你不能把“吃饭” 发成“滋饭”。错误的发音不仅会影响口语，还会影响听力、拼写。平日要多注意音标，多培养敏锐的听觉，很多人常年发错音，是因为根本听不出区别，这个是最要命。
第三步：学习说没有语法错误的句子
某些童鞋学习口语的时候，完全是靠背诵的。比如说，他们打算去机场，就背下一堆“Where can I get my baggage?”“Do you have anything to declare”之类的句子，但是，你让他独立说个句子出来，不是语法有错，就是别人根本听不明白。
语法重要吗?我认为是重要的。语法真得很美，很有趣。你和老外说“She dog”，对方也能知道你真实的意思是“Her dog”，但是这个就好奇怪了……我们学习的时候不能抱着“对方能听懂”就好了，而是要严格要求自己，这样才能进步。
刚开始练习口语的时候，不要光顾着去学炫酷的俚语，或者随意省略句子里的元素，否则就是走路还没有学会，就想着跑了……
首先要对句子结构有基本的认识，主谓宾千万不能忘记，并且要熟练地掌握多种表达形式，例如说比较级，各种时态(一定要把时态学好!)，as，从句等等，都要熟练地运用。
不仔细研究句子，永远说出来的话都是“I have a dog. It is cute. It is big”，永远只有一个句式。句子在英语学习里真得很重要，要能读、听长难句，也要能说、写出漂亮精良的句子。
多做造句练习，是肯定有帮助的。如果你现在觉得“说”会反应不过来，不如先从写开始;一边写，一边思考怎么表达最为恰当，渐渐地，你就发现自己能说出完整、精准贴切的句子了。
第四步：练习一些有难度的话题
平时练习口语的时候，哪怕是找了老师，也不要总是去聊最简单的话题。什么天气啊，吃什么，你家猫叫什么名字啊，我家狗叫Tobby啊……之类的!
去聊一些正经的话题。你今天读了一本书，就可以尝试复述这本书的内容;看完《穿越星际》，可以用英文简单讲讲剧情;然后再查查资料，在自己的基础上改变表达方式;平时读完国外的杂志和报道，也可以说一段自己的意见……
练习的时候，要多注意逻辑，保持脑子清晰，千万不要陷入无意识的状态，要尽量多去使用新句型，新单词，久而久之，就会说得越说越好。当你能讨论更为复杂的议题，你还有必然担心简单的生活用语吗?再强调下，俚语、当地表达这种东西就像是“醉了”“惊呆了”是一样的，到当地混一段时间就会了;我认为先学会规范、正确的表达，才是最为要紧的。
篇5：大学英语六级口语考试真题练习
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
第二篇：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.
篇6：大学英语六级口语考试真题练习
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.
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