2014年12月大學(xué)英語(yǔ)六級(jí)考試真題（二）

1、六級(jí)真題(二）2014年12月大學(xué)英語(yǔ)六級(jí)考試真題(二）PAGE 112014年12月大學(xué)英語(yǔ)六級(jí)考試真題(二）PAGE 122014年12月大學(xué)英語(yǔ)六級(jí)考試真題(二）Part IWriting(30 minutes)Directions： For this part, you are allowed 30 minutes to write an essay based on the picture below. You should start your essay with a brief description of the picture and then discuss whethe

2、r there is a shortcut to learning. You should give sound arguments to support your views and write at least 150 words but no more than 200 words.“How To Do Well In School Without Studying is over there in the fiction section.” 注意：此部分試題請(qǐng)?jiān)诖痤}卡1上作答。PartListening Comprehension(30 minutes)Section ADirecti

3、ons： In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause，

4、you must read the four choices marked A) 9 B) 9 C) and D) , and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.注意：此部分試題請(qǐng)?jiān)诖痤}卡1上作答。1. A) In a parking lot. C) At a fast food restaurant.At a grocery. D) In a car showroom.2. A)C

5、hange her position now and then.C)Have a little nap after lunch.Stretch her legs before standing up. D)Get up and take a short walk.3. A)The students should practice long-distance running.The students physical condition is not desirable. He doesnt quite believe what the woman says.He thinks the race

6、 is too hard for the students. 4. A) They will get their degrees in two years.They are both pursuing graduate studies.They cannot afford to get married right now.They do not want to have a baby at present.5. A)He must have been mistaken for Jack. C)Jack is certainly not as healthy as heis.Twins usua

7、lly have a lot in common. D)He has not seen Jack for quite a fewdays.6. A) The woman will attend the opening of the museum.The woman is asking the way at the crossroads.The man knows where the museum is located.The man will take the woman to the museum.7. A) They cannot ask the guy to leave. C) The

8、guy must be feeling extremely lonely.The guy has been coming in for years. D) They should not look down upon the guy.8. A) Collect timepieces. C) Learn to mend clocks.Become time-conscious. D) Keep track of his daily activities.Questions 9 to 11 are based on the conversation you have just heard.9. A

9、) It is eating into its banks.C)It iswide and deep.It winds its way to the sea.D)It isquickly rising.10. A) Try to speed up the operation by any means.Take the equipment apart before being ferried.Reduce the transport cost as much as possible.Get the trucks over to the other side of the river.11. A)

10、 Find as many boats as possible.C)Haltthe operation until further orders.Cut trees and build rowing boats.D)Ask the commander to senda helicopter.Questions 12 to 15 are based on the conversation you have just heard.12. A) Talk about his climbing experiences.C)Give up mountain climbingaltogether.Help

11、 him join an Indian expedition.D)Save money to buy climbing equipment.13. A) He was the first to conquer Mt. Qomolangma.He had an unusual religious background.He climbed mountains to earn a living.He was very strict with his children.14. A) They are to be conquered.C)They are sacred places.They are

12、to be protected.D)They are like humans.15. A) It was his fathers training that pulled him through.It was a milestone in his mountain climbing career.It helped him understand the Sherpa view of mountains.It was his father who gave him the strength to succeed.Section BDirections： In this section, you

13、will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A) , B),C) and D). Then mark the corresponding letter on Answer S

14、heet 1 with a single line through the centre.注意：此部分試題請(qǐng)?jiān)诖痤}卡1上作答6 Passage OneQuestions 16 to 19 are based on the passage you have just heard.16. A) By showing a memorandums structure.By analyzing the organization of a letter.By comparing memorandums with letters.By reviewing what he has said previousl

15、y.17. A) They ignored many of the memorandums they received.They placed emphasis on the format of memorandums.They seldom read a memorandum through to the end.They spent a lot of time writing memorandums.18. A) Style and wording.C) Structure and length.Directness and clarity.D) Simplicity and accura

16、cy.19. A) Inclusion of appropriate humor.C) Professional look.Direct statement of purpose.D) Accurate dating.Passage TwoQuestions 20 to 22 are based on the passage you have just heard.20. A) They give top priority to their work efficiency.They make an effort to lighten their workload.They try hard t

17、o make the best use of their time.They never change work habits unless forced to.21. A) Sense of duty.C) Work efficiency.Self-confidence.D) Passion for work.22. A) They find no pleasure in the work they do.They try to avoid work whenever possible.They are addicted to playing online games.They simply

18、 have no sense of responsibility.Passage ThreeQuestions 23 to 25 are based on the passage you have just heard.23. A) He lost all his property.C)He ran away from his family.He was sold to a circus. D)He was forced into slavery.24. A) A carpenter.C)A businessman.A master of his.D)A black drummer.25. A

19、) It named its town hall after Solomon Northup.It freed all blacks in the town from slavery.It declared July 24 Solomon Northup Day.It hosted a reunion for the Northup family.Section CDirections： In this section, you will hear a passage three times. When the passage is read for the first time, you s

20、hould listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.注意：此部分試題請(qǐng)?jiān)诖痤}卡1上作答。Intolerance is th

21、e art of ignoring any views that differ from your own. It 26 itself in hatred, stereotypes, prejudice, and 27 Once it intensifies in people, intolerance is nearly impossible to overcome. But why would anyone want to be labeled intolerant? Why would people want to be 28 about the world around them? W

22、hy would one want to be part of the problem in America, instead of the solution?There are many explanations for intolerant attitudes, some 29 childhood. It is likely that intolerant folks grew up 30 intolerant parents and the cycle of prejudice has simply continued for 31. Perhaps intolerant people

23、are so set in their ways that they find it easier to ignore anything that might not 32 their limited view of life. Or maybe intolerant students have simply never been 33 to anyone different from themselves. But none of these reasons is an excuse for allowing the intolerance to continue.Intolerance s

24、hould not be confused with disagreement. It is, of course, possible to disagree with an opinion without being intolerant of it/If you understand a belief but still dont believe in that specific belief, thats fine. You are 34 your opinion. As a matter of fact, 35 dissenters(持異議者) are important for an

25、y belief. If we all believed the same things, we would never grow? and we would never learn about the world around us. Intolerance does not stem from disagreement. It stems from fear. And fear stems from ignorance.PartReading Comprehension(40 minutes)Section ADirections： In this section 9 there is a

26、 passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for e

27、ach item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.His future subjects have not always treated the Prince of Wales with the respect one might expect. They laughed aloud in

28、 1986 when the heir to the British 36 told a TV reporter that he talked to his plants at his country house, Highgrove, to stimulate their growth. The Prince was being humorous “My sense of humor will get me into trouble one day,“ he said to his aids（隨從）but listening to Charles Windsor can indeed pro

29、ve stimulating. The royal 37 has been promoting radical ideas for most of his adult life. Some of his 38 ，which once sounded a bit weird, were simply ahead of their time. Now, finally, the world seems to be catching up with him.Take his views on farming. Prince Charles Duchy Home Farm went 39 back i

30、n 1986, when most shoppers cared only about the low price tag on suspiciously blemish-free(無(wú)瑕戚的）vegetables and 40 large chickens piled high in supermarkets.His warnings on climate change proved farsighted, too. Charles began 41 action on global warming in 1990 and says he has been worried about the

31、42 of man on the environment since he was a teenager.Although he has gradually gained international 43 as one of the worlds leading conservationists, many British people still think of him as an 44 person who talks to plants. This year, as it happens, South Korean scientists proved that plants reall

32、y do 45 to sound. So Charles was ahead of the game there, too.注意：此部分試題請(qǐng)?jiān)诖痤}卡2上作答。A) conformF) notionsK) subordinateB) eccentricG) organicL) suppressingC) environmentalistH) originallyM) throneD) expeditionsI) recognitionN) unnaturallyE) impactJ) respondO) urgingSection BDirections： In this section, y

33、ou are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions

34、 by marking the corresponding letter on Answer Sheet 2.High School Sports Arent Killing AcademicsIn this months Atlantic cover article, “The Case Against High-School Sports,” Amanda Ripley argues that school-sponsored sports programs should be seriously cut. She writes that, unlike most countries th

35、at outperform the United States on international assessments, American schools put too much of an emphasis on athletics. “Sports are embedded in American schools in a way they are not almost anywhere else，” she writes. “Yet this difference hardly ever comes up in domestic debates about Americas inte

36、rnational mediocrity (平庸) in education.”American student-athletes reap many benefits from participating in sports, but the costs to the schools could outweigh their benefits, she argues. In particular, Ripley contends that sports crowd out the academic missions of schools： America should learn from

37、South Korea and Finland and every other country at the top level of international test scores, all of whom emphasize athletics far less in school. “Even in eighth grade, American kids spend more than twice the time Korean kids spend playing sports，” she writes, citing a 2010 study published in the J

38、ournal of Advanced Academics.It might well be true that sports are far more rooted in American high schools than in other countries. But our reading of international test scores finds no support for the argument against school athletics. Indeed, our own research and that of others lead us to make th

39、e opposite case. School-sponsored sports appear to provide benefits that seem to increase, not detract (減少)from, academic success.Ripley indulges a popular obsession (癡迷) with international test score comparisons,which show wide and frightening gaps between the United States and other countries. She

40、 ignores, however, the fact that states vary at least as much in test scores as do developed countries. A 2011 report from Harvard University shows that Massachusetts produces math scores comparable to South Korea and Finland, while Mississippi scores are closer to Trinidad and Tobago. Ripleys thesi

41、s about sports falls apart in light of this fact. Schools in Massachusetts provide sports programs while schools in Finland do not. Schools in Mississippi may love football while in Tobago interscholastic sports are nowhere near as prominent. Sports cannot explain these similarities in performance.

42、They cant explain international differences either.If it is true that sports undermine the academic mission of American schools, we would expect to see a negative relationship between the commitment to athletics and academic achievement. However, the University of Arkansass Daniel Bowen and Jay Gree

43、ne actually find the opposite. They examine this relationship by analyzing schools sports winning percentages as well as student-athletic participation rates compared to graduation rates and standardized test score achievement over a five-year period for all public high schools in Ohio. Controlling

44、for student poverty levels, demographics(人口統(tǒng)計(jì)4大況）， and district financial resources, both measures of a schools commitment to athletics are significantly and positively related to lower dropout rates as well as higher test scores.On-the-field success and high participation in sports is not random it

45、 requires focus and dedication to athletics. One might think this would lead schools obsessed with winning to deemphasize academics. Bowen and Greenes results contradict that argument. A likely explanation for this seemingly counterintuitive (與直覺相反的）result is that success in sports programs actually

46、 facilitates or rejects greater social capital within a schools community.Ripley cites the writings of renowned sociologist James Coleman, whose research in education was groundbreaking. Coleman in his early work held athletics in contempt, arguing that they crowded out schools academic missions. Ri

47、pley quotes his 1961 study, The Adolescent Society, where Coleman writes, “Altogether, the trophy（獎(jiǎng)品）case would suggest to the innocent visitor that he was entering an athletic club, not an educational institution.However, in later research Coleman would show how the success of schools is highly dep

48、endent on what he termed social capital, “the norms, the social networks, and the relationships between adults and children that are of value for the childs growing up. ”According to a 2013 evaluation conducted by the Crime Lab at the University of Chicago, a program called Becoming a MariSports Edi

49、tion creates lasting improvements in the boys study habits and grade point averages. During the first year of the program, students were found to be less likely to transfer schools or be engaged in violent crime. A year after the program, participants were less likely to have had an encounter with t

50、he juvenile justice system.If school-sponsored sports were completely eliminated tomorrow, many American students would still have opportunities to participate in organized athletics elsewhere, much like they do in countries such as Finland, Germany, and South Korea. The same is not certain when it

51、comes to students from more disadvantaged backgrounds. In an overview of the research on non-school based after-school programs, researchers find that disadvantaged children participate in these programs at significantly lower rates. They find that low-income students have less access due to challen

52、ges with regard to transportation, non-nominal fees, and off-campus safety. Therefore, reducing or eliminating these opportunities would most likely deprive disadvantaged students of the benefits from athletic participation, not least of which is the opportunity to interact with positive role models

53、 outside of regular school hours.Another unfounded criticism that Ripley makes is bringing up the stereotype that athletic coaches are typically lousy (蹩腳的）classroom teachers. “American principals, unlike the vast majority of principals around the world, make many hiring decisions with their sports

54、teams in mind, which does not always end well for students.” she writes. Educators who seek employment at schools primarily for the purpose of coaching are likely to shirk (推卸) teaching responsibilities, the argument goes. Moreover, even in the cases where the employee is a teacher first and athleti

55、c coach second, the additional responsibilities that come with coaching likely come at the expense of time otherwise spent on planning, grading, and communicating with parents and guardians.The data, however, do not seem to confirm this stereotype. In the most rigorous study on the classroom results

56、 of high school coaches, the University of Arkansass Anna Egalite finds that athletic coaches in Florida mostly tend to perform just as well as their non-coaching counterparts, with respect to raising student test scores. We do not doubt that teachers who also coach face serious tradeoffs that likel

57、y come at the expense of time they could dedicate to their academic obligations. However, as with sporting events, athletic coaches gain additional opportunities for communicating and serving as mentors (導(dǎo)師）that potentially help students succeed and make up for the costs of coaching commitments.M) I

58、f schools allow student-athletes to regularly miss out on instructional time for the sake of traveling to athletic competitions, thats bad. However, such issues would be better addressed by changing school and state policies with regard to the scheduling of sporting events as opposed to total elimin

59、ation. If the empirical evidence points to anything, it points towards school-sponsored sports providing assets that are well worth the costs.N) Despite negative stereotypes about sports culture and Ripleys presumption that academics and athletics are at odds with one another, we believe that the gr

60、eater body of evidence shows that school-sponsored sports programs appear to benefit students. Successes on the playing field can carry over to the classroom and vice versa (反之亦然）. More importantly, finding ways to increase school communities social capital is imperative to the success of the school