2014年12月英语六级考试真题二

1、2014 年 12 月大六级(二）Part IWriting(30 minutes)cture below. You should start yourDirections： For this part, you are allowed 30 minutes to write an essay based on thessay wibrief description of thcture and then discuss whether there is a shortcut to learning. You should give soundarguments to support your

2、 views and writeeast 150 words but no moren 200 words.“How To Do Well Studying is over thereIn School Without he fiction section.”注意：此部分试题请在答题卡 1 上作答。Part Section A Directions：Listening Comprehen(30 minutes)his section, you will hear 8 short conversations and 2 long conversations. Atof each conversa

3、tion,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，you must read the four choimarked A) 9 B) 9 C) and D) , anddecide which is the best answer. Then mark the corresp

4、onding letter on Answer Sheet 1 wi through the centre.注意：此部分试题请在答题卡 1 上作答。single line1.A) In a parking lot.At a fast food restaurant.In a car showroom.B)A)B)A)B)C)D)At a grocery. Change h2.osition now and then.C)D)Have a little nap afterch.Stretch her legs before standing up.The students should prac

5、tice long-distance running. The students physical condition is not desirable. He doesnt quite be ve what the woman says.He thinks the race is too hard for the students.Get up and take a short walk.3.4.A) They will get their degreeswo years.B)C)D)A)B)They are both pursuing graduate studies. They cann

6、ot afford to get married right now. They do not want to have a baby at present.5.He musve been mistaken for Jack.C)D)Jack is certainly not as healthy as he is. He has not seen Jack for quite a few days.Twins usually have a lot in common.6.A) The woman will attend the opening of the museum.B)C)D)The

7、woman is asking the way at the crossroads.The mnows where the museum is located.The man will take the woman to the museum.7.They cannot ask the guy to leave.The guy has been coming in for years.The guy must be feeling extremely lonely.They should not look down upon the guy.8. A) Collect time.Learn t

8、o mend clocks.Keep track of his daily activities.B)e time-conscious.Questions 9 to 11 are based on the conversation you have just heard.9. A) It is eatingo its bs.C)D)It is It iswide and deep. quickly rising.B)It winds its way to the sea.10. A) Try to speed up the operation by any means.B)C)D)Take t

9、he equipment apart before being ferried.Reduce the transport cost as much assible.Get the trucks over to the other side of the river.11. A) Find as many boats assible.C)D)Haltthe operation until further orders.B)Cut trees and build rowing boats.Ask theder to send a helicopter.Questions 12 to 15 are

10、based on the conversation you have just heard.12.A) Talk about his climbing experien.C)D)Give up mountain climbing altogether. Save money to buy climbing equipment.B)Help him join ann expedition.13.A) He was theto conquer Mt. Qomolangma.B)C)D)He had an unusual religious background. He climbed mounta

11、ins to earn a living. He was very strict with his children.14.A) They are to be conquered.C)D)They are sacred pla. They are like humans.B)A)B)C)D)They are to be protected. It was his fathers training15.t pulled him through.It was atone in his mountain climbing career.It helped him understand the Sha

12、 view of mountains. It was his father who gave him the strength to succeed.Section BDirections：his section, you will hear 3 short passages. Atof each passage, you will hear some questions. Boththe passage and the questions will be spoken only once. After you hear a question, you must choose the best

13、 answer from thefour choimarked A) , B), C) and D). Then mark the corresponding letter on Answer Sheet 1 wi line through the centre.注意：此部分试题请在答题卡 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.singleB)C)D)Byyzing theanizat

14、ion of a letter.By comparing memorandums with letters. By reviewing what he has said previously.17. A) They ignored many of the memorandums they received.B)C)D)They placed emphasis on the format of memorandums.They seldom read a memorandum through to They spent a lot of time writing memorandums.18.

15、A) Style and wording.B)Directness and clarity.Structure and length.Simplicity and accuracy.19. A) Incluof appropriate humor.C) Profesal look.B)Direct s ement of purPassage Twoe.D) Accurate dating.Questions 20 to 22 are based on the passage you have just heard.20. A) They give top priority to their w

16、ork efficiency.B)They make an effort to lighten their workload.They try hard to make the best use of their time.They never change work habits unless forced to.21. A) Sense of duty.B)Self-confidence.C) Work efficiency.D) Pasfor work.22. A) They find no pleasurehe work they do.B)C)D)They try to avoid

17、work whenevossible.They are addicted to playing online games. They simply have no sense of responsibility.Passage ThreeQuestions 23 to 25 are based on the passage you have just heard.23.He lost all his property.He was sold to a circus.A carpenter.A master of his.A) It named its town hall after Solom

18、on Northup.C)D)C)D)He ran away from his family. He was forcedo slavery. A businessman.A black drummer.24.25.B)C)D)It freed all blackshe town from slavery.It declared July 24 Solomon Northup Day. It hosted a reunion for the Northup family.Section CDirections：his section, you will hearsage three times

19、. When the passage is read for thetime, you shouldlisten carefully for its general idea. When the passage is read for the second time, you are required to fillhe bls withthe exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.

20、注意：此部分试题请在答题卡 1 上作答。olerance is the art of ignoring any viewst differ from your own. It 26 itself in hatred, stereotypes, prejudice, and 27ant to be labeledolerant?Once itensifies in people,olerance is nearly imsible toe. But why would anyWhy would people want to be 28 about the world around them? W

21、hy would instead of the solution?ant to be part of the problem in America,There are many explanations forolerantitudes, some 29 childhood. It is likelytolerant folks grew up 30olerant parents and the cycle of prejudice has simply continued for 31 . Perhapsolerant people are so setheir waystthey find

22、 it easier to ignore anythingt might not 32 their limited view of life. Or maybeolerant students have simply neverbeen 33 to anyone different from themselves. But none of these reasons is an excuse for allowing theolerance to continue.oleranhould not be confused with disagreement. It is, of course,s

23、ible to disagree win opinion without beingolerant of it/If you understand a be f but still dont be vehat specific be f,ts fine. You are 34 your opinion. As amatter oct, 35 dissenters(持异议者) are important for any be f. If we all be ved the same things, we would never grow?and we would never learn abou

24、t the world around us. stems from ignorance.olerance does not stem from disagreement. It stems from fear. And fearPart Section A Directions： list of choiEach choiceSheet 2Reading Comprehen(40 minutes)his section 9 there issage with ten bls. You are required to selectord for each blfrom agiven in a w

25、ord bfollowing the passage. Read the passage through carefully before making your choi.he bis identified by a letter. Please mark the corresponding letter for each item on Answerwisingle line through the centre. You may not use any of the wordshe bmoren once.Questions 36 to 45 are based on the follo

26、wing passage.His future subjects have not always treated the Prince of Wales with the respect one might expect. They laughed aloud in1986 when the heir to the British 36 told a TV reportert he talked to his plants at his country house, Highgrove, to stimulatetheir growth. The Prince was being humoro

27、us “My sense of humor will get meo trouble one day,“ he said to his aids（随从）but listening to Charles Windsor can adult life. Some of his 38 ，which on be catching up with ve stimulating. The royal 37 has been promoting radical ideas for most of his ounded a bit weird, were simply ahead of thei

28、r time. Now, finally, the world seems toTake his views on farming. Prince Charles Duchy Home Farm went 39 back in 1986, when most shoppers cared only about the low price tag on suspiciously blemish-free(无瑕戚的）vegetables and 40 large chickens piled high in supermarkets.His warnings on climate change p

29、roved farsighted, too. Charles began 41 action on global warming in 1990 and says hehas been worried about the 42 of man on the environment since he was a teenager.Although he has gradually gainedernational 43 as one of the worlds leading conservationists, many British people stillthink of him as an

30、 44 who talks to plants. This year, as ippens, South Korean scientists provedt plants really do45 to sound. So Charles was ahead of the game there, too.注意：此部分试题请在答题卡 2 上作答。Section BDirections：his section, you are going to readsage with ten sements attached to it. Each s ement containsinformation giv

31、en in one of the paragraphs. Identify the paragraph from which the information is derived. You may choosea paragraph moren once. Each paragraph is marked wiletter. Answer the questions by marking the correspondingletter on Answer Sheet 2.High School Sports Arent Killing AcademicsA)his monthscover ar

32、ticle, “The Case Against High-School Sports,” Amanda Ripley arguest school-sponsoredsports programs should be seriously cut. She writest, unlike most countriest outperform the United S es onernational assessments, American schools put too much of an emphasis on athletics. “Sports are embedded in Ame

33、rican schools in a way they are not almost anywhere else，” she writes. “Yet this difference hardly ever comes up in domestic debates about Americas ernational mediocrity (平庸) in education.”B)American studenhletes reap many benefits from participating in sports, but the costs to the schools could out

34、weigh theirbenefits, she argues. In particular, Ripley contendst sports crowd out the academic miss of schools： America shouldlearn from South Korea and Finland and every other country at the top level ofernational test scores, all of whomemphasize athletics far less in school. “Even in eighth grade

35、, Americids spend moren twice the time Koreidsspend playing sports，” she writes, citing a 2010 study publishedhe Journal of Advanced Academics.C)It might well be truet sports are far more rooted in American high schoolsn in other countries. But our reading ofernational test scores finds no support f

36、or the argument against school athletics., our own research andt of otherslead us to make the opite case. School-sponsored sports appear to provide benefitst seem to increase, not detract (减少)from, academic suc s.Ripley indulges a popular obsesD)(痴迷) withernational test score comparisons,which show

37、wide and frightening gapsbetn the United S es and other countries. She ignores, however, the factt s es varyeast as muchest scores asdo developed countries. A 2011 report from Harvard University showsto South Korea and Finland, while Mississippi scores are closer to Trinit Massachusetts produmath sc

38、ores comparablend Tobago. Ripleys thesis about sports fallsapart in light of this fact. SchoolsMississippi may love football whileassachusetts provide sports programs while schools in Finland do not. Schools inobagoerscholastic sports are nowhere near as prominent. Sports cannot explainconformF) not

39、ionsK) subordinateeccentricG)anicL) suppressingenvironmentalistH) originallyM) throneexpeditionsI) recognitionN) unnaturallyimpactJ) respondO) urgingthese similarities in performance. They cant explainernational differeneither.E)If it is truet sports undermine the academic misof American schools, we

40、 would expect to see a negative relationshipbetn the commitment to athletics and academic achievement. However, the University of Arkansass Daniel Bowen andJay Greene actually find the opite. They examine this relationship byyzing schools sports winning percentages aswell as studenhletic participati

41、on rates compared to graduation rates and standardized test score achievement over afive-year period for all public high schools in Ohio. Controlling for student poverty levels, demographics(and district finanl resour, both measures of a schools commitment to athletics are significantly and lower dr

42、opout rates as well as higher test scores.统计 4 大况）， itively related toF)On-the-field sucs and high participation in sports is not random it requires focus and dedication to athletics. One mightthink this would lead schools obsessed with winning to deemphasize academics. Bowen and Greenes results con

43、tradicttargument. A likely explanation for this seemingly counter uitive (与相反的）result ist sucs in sports programsactually facili es or rejects greater sol capital within a schools community.Ripley cites the writings of renowned sociologist James Coleman, whose research in education was groundbreakin

44、g. ColemanG)in his early work held athletics in contempt, arguingt they crowded out schools academic miss. Ripley quotes his 1961study, The Adolescent Society, where Coleman writes, “Altogether, the trophy（奖品）case would suggest to the innocentvisitort he was entering an athletic club, not an educati

45、onal institution.H)However, in later research Coleman would show how the sucs of schools is highly dependent on what he termed solcapital, “the norms, the sol networks, and the relationships bet growing up. ”n adults and childrent are of value for the childsI)According to a 2013 evaluation conducted

46、 by the Crime Lab at the University of Chicago, a program calleding a year ofMariSports Edition creates lasting improvementshe boys study habits and grade poaverages. During thethe program, students were found to be less likely to transfer schools or be engaged in violent crime. A year after the pro

47、gram,participants were less likely to have had an encounter with the juvenile justiystem.J)If school-sponsored sports were comple y eliminated tomorrow, many American students would still have opportunities toparticipate inanized athletics elsewhere, much like theyn countriech as Finland, Germany, a

48、nd South Korea. Thesame is not certain when it comes to students from more disadvantaged backgrounds. In an overview of the research onnon-school based after-school programs, researchers findt disadvantaged children participate in these programs atsignificantly lower rates. They findte students have

49、 less acs due to challenges with regard to transpor ion,non-nominal fees, and off-cus safety. Therefore, reducing or eliminating these opportunities would most likely deprivedisadvantaged students of the benefits from athletic participation, not least of which is the opportunity toeract withitiverol

50、e ms outside of regular school hours.K)Another unfounded criticismt Ripley makes is bringing up the stereotypehletic coaches are typically lousy (蹩脚的）classroom teachers. “American principals, unlike the vast majority of principals around the world, make many hiringdecis with their sportsind, which d

51、oes not always end well for students.” she writes. Educators who seekemploymenschools primarily for the pure of coaching are likely to shirk (推卸) teaching responsibilities, the argumentgoes. Moreover, even in the cases where the employee is a teacherand athletic coach second, the additionalresponsib

52、ilitiest come with coaching likely come at the expense of time otherwise spent on planning, grading, andcommunicating with parents and guardians.The data, however, do not seem to confirm this stereotype. coaches, the University of Arkansass Anna Egalite findsL)he most rigorous study on the classroom

53、 results of high school hletic coaches in Florida mostly tend to perform just as well astheir non-coaching countarts, with respect to raising student test scores. We do not doubtt teachers who also coach faceserious tradeoffst likely come at the expense of time they could dedicate to their academic

54、obligations. However, as withsporting events, athletic coaches gain additional opportunities for communicating and serving as mentors (导师）t potentially help studentcceed and make up for the costs of coaching commitments.M) If schools allow studenhletes to regularly miss out on instructional time for

55、 the sake of traveling to athletic competitions,ts bad. However, such ies would be better addressed by changing school and s e policies with regard to thescheduling of sporting events as oped to total elimination. If the empirical evidence po s to anything, it po s towardsschool-sponsored sports pro

56、viding assetst are well worth the costs.N) Despite negative stereotypes about sports culture and Ripleys presumptiont academics and athletics are at odds with oneanother, we be vet the greater body of evidenhowst school-sponsored sports programs appear to benefit students.Sucses on the playing field

57、 can carry over to the classroom and vice versa (反之亦然） . More importantly, finding ways to increase school communities sol capital is imperative to the sucs of the school as a whole, not just the athletes.注意：此部分试题请在答题卡 2 上作答。46.47.Students fromAmanda Ripley argues emphasis on athletics.e fami s have

58、 less acs to off-cus sports programs.t America should learn from other countriest rhigh inernational tests and lay less4.According to the author, Amanda Ripley fails to notet students performance in exams varies from s e to s e.Amanda Ripley thinks James Colemans later researhleti

59、c coaches are poor at classroom instruction. akes an argument for a schools sol capital.Researchers findt there is aitive relationship betn a schools commitment to athletics and academic achievements.A rigorous study findshletic coaches also do well in raising students test scores.According to an ev

60、aluation, sports programs contribute to students academic performance and character building.Amanda Ripley be ves the emphasis on school sports should be brought up when trying to understand why American students are mediocre.55.James Coleman suggests in his ear r writingst school athletics would un