六级考试阅读真题及答案Word文件下载.docx
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六级考试阅读真题及答案Word文件下载.docx
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indeedprovestimulating.Theroyal(38)hasbeen
promotingradicalideasformostofhisadultlife.Someofhis(39),whichoncesoundedabitweird,weresimply
aheadoftheirtime.Now,finally,theworldseemstobecatchingupwithhim.
Takehisviewsonfarming.PrinceCharles'
DuchyHome
Farmwent(40)backin1986.Whenmostshopperscared
onlyaboutthelowpricetagonsuspiciouslyblemish-free(瑕疵的)vegetables
(单项选择题)
A.conform
B.eccentric
C.environmentalist
D.expeditions
E.impact
F.notions
G.organic
H.originally
I.recognition
J.respond
K.subordinate
L.suppressing
M.throne
N.unnaturally
O.urging
SectionB
Directions:
Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.
HighSchoolSportsAren'
tKillingAcademics
A)Inthismonth'
sAtlanticcoverarticle,"
TheCaseAgainstHigh-SchoolSports,"
AmandaRipleyarguesthatschool-sponsoredsportsprogramsshouldbeseriouslycut.Shewritesthat,unlikemostcountriesthatoutperformtheUnited
Statesoninternationalassessments,Americanschoolsputtoomuchofanemphasisonathletics,"
SportsareembeddedinAmericanschoolsinawaytheyarenotalmostanywhereelse,"
shewrites,"
YetthisdifferencehardlyevercomesupindomesticdebatesaboutAmerica'
sinternationalmediocrity(庸)ineducation."
B)Americanstudent-athletesreapmanybenefitsfromparticipatinginsports,butthecoststotheschoolscouldoutweightheirbenefits,sheargues,Inparticular,Ripleycontendsthatsportscrowdouttheacademicmissionsofschools:
AmericashouldlearnfromSouthKoreaandFinlandandeveryothercountryatthetoplevelofinternationaltestscores,allofwhomemphasizeathleticsfarlessinschool."
Evenineighthgrade,AmericankidsspendmorethantwicethetimeKoreankidsspendplayingsports,"
shewrites,citinga2020studypublishedintheJournalofAdvancedAcademics.
C)ItmightwellbetruethatsportsarefarmorerootedinAmericanhighschoolsthaninothercountries.Butourreadingofinternationaltestscoresfindsnosupportfortheargumentagainstschoolathletics.Indeed,ourownresearchandthatofothersleadustomaketheoppositecase.School-sponsoredsportsappeartoprovidebenefitsthatseemtoincrease,notdetract(减少)from,academicsuccess.
D)Ripleyindulgesapopularobsession(痴迷)with
internationaltestscorecomparisons,whichshowwideandfrighteninggapsbetweentheUnitedStatesandothercountries.Sheignores,however,thefactthatstatesvaryatleastasmuchintestscoresasdodevelopedcountries.A
2020reportfromHarvardUniversityshowsthatMassachusettsproducesmathscorescomparabletoSouthKoreaandFinland,whileMississippiscoresareclosertoTrinidadandTobago.Ripley'
sthesisaboutsportsfallsapartinlightofthisfact.SchoolsinMassachusettsprovidesportsprogramswhileschoolsinFinlanddonot.SchoolsinMississippimaylovefootballwhileinTobagointerscholasticsportsarenowherenearasprominent.Sportscannotexplainthesesimilaritiesinperformance.Theycan'
texplaininternationaldifferenceseither.
E)IfitistruethatsportsunderminetheacademicmissionofAmericanschools,wewouldexpecttoseeanegativerelationshipbetweenthecommitmenttoathleticsandacademicachievement.However,theUniversityofArkansas'
sDanielBowenandJayGreeneactuallyfindtheopposite.Theyexaminethisrelationshipbyanalyzingschools'
sportswinningpercentagesaswellasstudent-athleticparticipationratescomparedtograduationratesandstandardizedtestscoreachievementoverafive-yearperiodforallpublichighschoolsinOhio.Controllingforstudentpovertylevels,demographics(人口统计状况),anddistrictfinancialresources,bothmeasuresofaschool'
scommitmenttoathleticsaresignificantlyandpositivelyrelatedtolowerdropoutratesaswellashighertestscores.
F)On-the-fieldsuccessandhighparticipationinsportsisnotrandom-itrequiresfocusanddedicationtoathletics.Onemightthinkthiswouldleadschoolsobsessedwithwinningtodeemphasizeacademics.BowenandGreene'
sresultscontradictthatargument.Alikelyexplanationforthisseeminglycounterintuitive(与直觉相反的)resultisthatsuccessinsportsprogramsactuallyfacilitatesorreflectsgreatersocialcapitalwithinaschool'
scommunity.
G)RipleycitesthewritingsofrenownedsociologistJamesColeman,whoseresearchineducationwasgroundbreaking.Colemaninhisearlyworkheldathleticsincontempt,arguingthattheycrowdedoutschools'
academicmissions.Ripleyquoteshis1961study,TheAdolescentSociety,whereColemanwrites,"
Altogether,thetrophy(奖品)casewouldsuggestto
theinnocentvisitorthathewasenteringanathleticclub,notaneducationalinstitution."
H)However,inlaterresearchColemanwouldshowhowthesuccessofschoolsishighlydependentonwhathetermedsocialcapital,"
thesocialnetworks,andtherelationshipsbetweenadultsandchildrenthatareofvalueforthechild'
sgrowingup."
I)Accordingtoa2020evaluationconductedbytheCrimeLabattheUniversityofChicago,aprogramcalledBecomingaMan-SportsEditioncreateslastingimprovementsintheboys'
studyhabitsandgradepointaverages.Duringthefirstyearoftheprogram,studentswerefoundstobelesslikelytotransferschoolsorbeengagedinviolentcrime.Ayearaftertheprogram,participantswerelesslikelytohavehadanencounterwiththejuvenilejusticesystem.
J)Ifschool-sponsoredsportswerecompletelyeliminatedtomorrow,manyAmericanstudentswouldstillhaveopportunitiestoparticipateinorganizedathleticselsewhere,muchliketheydoincountriessuchasFinland,Germany,andSouthKorea.Thesameisnotcertainwhenitcomestostudentsfrommoredisadvantagedbackgrounds.Inanoverviewoftheresearchonnon-schoolbasedafter-schoolprograms,researchersfindthatdisadvantagedchildrenparticipateintheseprogramsatsignificantlylowerrates.Theyfindthatlow-incomestudentshavelessaccessduetochallengeswithregardtotransportation,non-nominalfees,andoff-campussafety.Therefore,reducingoreliminatingtheseopportunitieswouldmostlikelydeprivedisadvantagedstudentsofthebenefitsfromathleticparticipation,notleastofwhichistheopportunitytointeractwithpositiverolemodelsoutsideofregularschoolhours.
K)AnotherunfoundedcriticismthatRipleymakesisbringingupthestereotypethatathleticcoachesaretypicallylousy(蹩脚的)classroomteachers."
Americanprincipals,unlikethevastmajorityofprincipalsaroundtheworld,makemanyhiringdecisionswiththeirsportsteamsinmind,whichdoesnotalwaysendwellforstudents,"
shewrites.Educatorswhoseekemploymentatschoolsprimarilyforthepurposeofcoachingarelikelytoshirk(推卸)teaching
responsibilities,theargumentgoes.Moreover,eveninthecaseswheretheemployeeisateacherfirstandathleticcoachsecond,theadditionalresponsibilitiesthatcomewithcoachinglikelycomesattheexpenseoftimeotherwisespentonplanning,grading,andcommunicatingwithparentsandguardians.
L)Thedata,however,donotseemtoconfirmthisstereotype.Inthemostrigorousstudyontheclassroomresultsofhighschoolcoaches,theUniversityofArkansas'
sAnnaEgalitefindsthatathleticcoachesinFloridamostlytendtoperformjustaswellastheirnon-coachingcounterparts,withrespecttoraisingstudenttestscores.Wedonotdoubtthatteacherswhoalsocoachfaceserioustradeoffsthatlikelycomeattheexpenseoftimetheycoulddedicatetotheiracademicobligations.However,aswithsportingevents,athleticcoachesgainadditionalopportunitiesforcommunicatingandservingasmentors(导师)thatpotentiallyhelpstudentssucceedandmakeupforthecostsofcoachingcommitments.
M)Ifschoolsallowstudent-athletestoregularlymissoutoninstructionaltimeforthesakeoftravelingtoathleticcompetitions,that'
sbad.However,suchissueswouldbebetteraddressedbychangingschoolandstatepolicieswithregardtotheschedulingofsportingeventsasopposedtototalelimination.Iftheempiricalevidencepointstoanything,itpointstowardsschoolsponsoredsportsprovidingassetsthatarewellworththecosts.
N)DespitenegativestereotypesaboutsportscultureandRipley'
spresumptionthatacademicsandathleticsareatoddswithoneanother,webelievethatthegreaterbodyofevidenceshowsthatschool-sponsoredsportsprogramsappeartobenefitstudents.Successesontheplayingfieldcancarryovertotheclassroomandviceversa(反之亦然).More
importantly,findingwaystoincreaseschoolcommunities'
socialcapitalisimperativetothesuccessoftheschoolaswhole,notjusttheathletes.
47
Studentsfromlow-incomefamilieshavelessaccesstooff-campussportsprograms
48
AmandaRipleyarguesthatAmericashouldlearnfromothercountriesthatrankhighininternationaltestsandlaylessemphasisonathletics.
49
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