英语六级真题及答案全三套无听力Word文档格式.docx
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英语六级真题及答案全三套无听力Word文档格式.docx
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例文
Inthemodernsociety,withcompetitionbecomesincreasinglyfierce,tofindajobistoodifficultfortheyounggeneration.Academicqualification,asajobastepping-stone,isanessentialfactorduringthejobhunting.
Somepeoplethinkthatthehighlyeducatedmustbeabletofindagoodjob,becauseeducationcanprovethatapersonhasagoodcapacity.Therefore,itiscommonlybelievethatajobseekerwithamasterdegreemustbeeasiertofindapromisingjobthanaundergraduate.However,nowthecompanyinterviewersgenerallyprefertorequiredaevenhigheracademicqualification,likeadoctordegree.Otherwise,theapplicants,eventhoughheorshehastremendouspotential,willberefusedrelentlessly.
AsfarasIamconcerned,educationshouldnotbethesinglestandardinaninterview.Asforthecompanies,itisnotnecessarilyagoodprincipleaswell.Nowthewholecommunityoftentalkaboutworkingabilityandefficiency.Forexample,somepeoplemayhavehighacademicqualification,butactuallyhisabilityisverylimited.Soboththeindividualandthecommunityoughttochangetheirattitudeonacademicqualification.Weshouldrealizethatitistheoperational
PartIIListening
PartIIIReadingComprehension(40minutes)
HisfuturesubjectshavenotalwaystreatedthePrinceofWaleswiththerespectoneXXXXexpect.Theylaughedaloudin1986whentheheirtotheBritish(36)__M___toldaTVreporterthathetalkedtohisplantsathiscountryhouse,Highgrove,tostimulatetheirgrowth.ThePrincewasbeinghumorous-“Mysenseofhumorwillgetmeintotroubleoneday”,hesaidtohisaids(随从)-butlisteningtoCharlesWindsorcanindeedprovestimulating.Theroyal(37)__C___hasbeenpromotingradicalideasformostofhisadultlife.Someofhis(38)__F___,whichoncesoundedabitweird,weresimplyaheadoftheirtime.Now,finally,theworldseemstobecatchingupwithhim.
Takehisviewsonfarming.PrinceCharles’DuchyHomeFarmwent(39)_H____backin1986.Whenmostshopperscaredonlyaboutthelowpricetagonsuspiciouslyblemish-free(无瑕疵的)vegetablesand(40)__N___largechickenspiledhighinsupermarkets.
Hiswarningsonclimatechangeprovedfarsighted,too.Charlesbegan(41)_O____actioninwarmingin1990andsayshehasbeenworriedaboutthe(42)_E____ofmanontheenvironmentsamebewasateenger.
Althoughhewasgraduallygainedinternational(43)_I___asoneoftheworld'
slendingconservationists,manyBritishpeoplestillthinkofhimasan(34)_B___personwhotalkstoplants.Thisyear,asithappens,SouthKoreanscientistsprovedthatplantsreallydo(45)__J___toround.SoCharleswasaheadofthegamethere,too.
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,unlikemostcountriesthatoutperformtheUnitedStatesoninternationalassessments,Americanschoolsputtoomuchofanemphasisonathletics,“SportsareembeddedinAmericanschoolsinawaytheyarenotalmostanywhereelse,”shewrites,“YetthisdifferencehardlyevercomesupindomesticdebatesaboutAmerica’sinternationalmediocrity(平庸)ineducation.”
B)Americanstudent-athletesreapmanybenefitsfromparticipatinginsports,butthecoststotheschoolscouldoutweightheirbenefits,sheargues,Inparticular,Ripleycontendsthatsportscrowdouttheacademicmissionsofschools:
AmericashouldlearnfromSouthKoreaandFinlandandeveryothercountryatthetoplevelofinternationaltestscores,allofwhomemphasizeathleticsfarlessinschool.”Evenineighthgrade,AmericankidsspendmorethantwicethetimeKoreankidsspendplayingsports,”shewrites,citinga2010studypublishedintheJournalofAdvancedAcademics.
C)ItmightwellbetruethatsportsarefarmorerootedinAmericanhighschoolsthaninothercountries.Butourreadingofinternationaltestscoresfindsnosupportfortheargumentagainstschoolathletics.Indeed,ourownresearchandthatofothersleadustomaketheoppositecase.School-sponsoredsportsappeartoprovidebenefitsthatseemtoincrease,notdetract(减少)from,academicsuccess.
D)Ripleyindulgesapopularobsession(痴迷)withinternationaltestscorecomparisons,whichshowwideandfrighteninggapsbetweentheUnitedStatesandothercountries.Sheignores,however,thefactthatstatesvaryatleastasmuchintestscoresasdodevelopedcountries.A2011reportfromHarvardUniversityshowsthatMassachusettsproducesmathscorescomparabletoSouthKoreaandFinland,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)casewouldsuggesttotheinnocentvisitorthathewasenteringanathleticclub,notaneducationalinstitution.”
H)However,inlaterresearchColemanwouldshowhowthesuccessofschoolsishighlydependentonwhathetermedsocialcapital,“thesocialnetworks,andtherelationshipsbetweenadultsandchildrenthatareofvalueforthechild’sgrowingup.”
I)Accordingtoa2013evaluationconductedbytheCrimeLabattheUniversityofChicago,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)AnotherunfoundedcriticismthatRipleymakesisbringingupthestereotypethatathleticXXaretypicallylousy(蹩脚的)classroomteachers.“Americanprincipals,unliketheXXXXofprincipalsaroundtheworld,makemanyhiringdecisionswiththeirsportsteamsinmind,whichdoesnotalwaysendwellforstudents,”shewrites.Educatorswhoseekemploymentatschoolsprimarilyforthepurposeofcoachingarelikelytoshirk(推卸)teachingresponsibilities,theargumentgoes.Moreover,eveninthecaseswheretheemployeeisateacherfirstandathleticcoachsecond,theadditionalresponsibilitiesthatcomewithcoachinglikelycomesattheexpenseoftimeotherwisespentonplanning,grading,andcommunicatingwithparentsandguardians.
L)Thedata,however,donotseemtoconfirmthisstereotype.Inthemostrigorousstudyontheclassroomres
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