2014年12月英语六级真题第3套.doc

2014年12月英语六级真题试卷（第3套）Part I Writing (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 whether technology is indispensable in education. You should give sound arguments to support your views and write at least 150 words but no more than 200words.Part II Listening Comprehension (30 minutes) 说明：2014年12月六级真题全国共考了两套听力。本套（即第三套）的听力内容与第二套的完全一样，只是选项的顺序不一样而已，故在本套中不再重复给出。Part III Reading Comprehension (40 minutes)Section ADirections:In this section, there is a 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 each item on Answer Sheet2 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.It was 10 years ago, on a warm July night, that a newborn lamb took her first breath in a small shed in Scotland. From the outside, she looked no different from thousands of other sheep born on 36 farms. But Dolly, as the world soon came to realize, was no 37 lamb. She was cloned from a single cell of an adult female sheep, 38 long-held scientific dogma that had declared such a thing biologically impossible.A decade later, scientists are starting to come to grips with just how different Dolly was. Dozens of animals have been cloned since that first lambmice, cats, cows and, most recently, a dogand its becoming 39 clear that they are all, in one way or another, defective.Its 40 to think of clones as perfect carbon copies of the original. It turns out, though, that there are various degrees of genetic 41. That may come as a shock to people who have paid thousands of dollars to clone a pet cat only to discover that the baby cat looks and behaves 42 like their beloved petwith a different- color coat of fur, perhaps, or a 43 different attitude toward its human hosts.And these are just the obvious differences. Not only are clones 44 from the original template(模板)by time, but they are also the product of an unnatural molecular mechanism that turns out not to be very good at making 45 copies. In fact, the process can embed small flaws in the genes of clones that scientists are only now discovering.注意：此部分试题请在答题卡2 上作答。A) abstractB) completelyC) desertedD) duplicationE) everythingF) identicalG) increasinglyH) miniatureI) nothingJ) ordinaryK) overturningL) separatedM) surroundingN) systematicallyO) temptingSection BDirections:In this section, you are going to read a passage with ten statements attached to it. Eachstatement 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 by marking the corresponding letter on Answer Sheet 2.High School Sports Arent Killing AcademicsA) In 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 that 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 international mediocrity (平庸) in education.”B) 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 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 Journal of Advanced Academics.C) 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 the opposite case. School-sponsored sports appear to provide benefits that seem to increase, not detract (减少) from, academic success. D) Ripley indulges a popular obsession (痴迷) with international test score comparisons, which show wide and frightening gaps between the United States and other countries. She 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 thesis 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. They cant explain international differences either.E) 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 Greene 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 for student poverty levels, demographics (人口统计状况), and district financial resources, both measures of a schools commitment to athletics are significantly, positively related to lower dropout rates as well as higher test scores.F) On-the-field success and high participation in sports is not randomit 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 (与直觉相反的) result is that success in sports programs actually facilitates or reflects greater social capital within a schools community.G) 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. Ripley quotes his 1961 study, The Adolescent Society, where Coleman writes, “Altogether, the trophy (奖品) case would suggest to the innocent visitor that he was entering an athletic club, not an educational institution.”H) However, in later research he would show how the success of schools is highly dependent 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.”I) According to a 2013 evaluation conducted by the Crime Lab at the University of Chicago, a program called Becoming a ManSports Edition 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 the juvenile justice system.J) 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 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 challenges 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 outside of regular school hours. K) Another unfounded criticism that Ripley makes is bringing up the stereotype that athletic coaches are typically lousy (蹩脚的) classroom teachers. “American principals, unlike the vast majority of principals around the world, make many hiring decisions with their sports 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 athletic 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.L) The data, however, do not seem to confirm this stereotype. In the most rigorous study on the classroom results 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 likely 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 (导师) that potentially help students succeed and make up for the costs of coaching commitments.M) If 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 elimination. 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 greater 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 as a whole, not just the athletes.注意：此部分试题请在答题卡2 上作答。46. Students from low-income families have less access to off-campus sports programs.47. Amanda Ripley argues that America should learn from other countries that rank high in international tests and lay less emphasis on athletics.48. According to the author, Amanda Ripley fails to note that students performance in exams varies from state to state.49. Amanda Ripley thinks that athletic coaches are poor at classroom instruction.50. James Colemans later research makes an argument for a schools social capital.51. Researchers find that there is a positive relationship between a schools commitment to athletics and academic achievements.52. A rigorous study finds that athletic coaches also do well in raising students test scores.53. According to an evaluation, sports programs contribute to students academic performance and character building.54. Amanda Ripley believes the emphasis on school sports should be brought up when trying to understand why American students are mediocre.55. James Coleman suggests in his earlier writings that school athletics would undermine a schools image.Section CDirections:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A),B),C)and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 56 to 60 are based on the following passage.It is easy to miss amid the day-to-day headlines of global economic recession, but there is a less conspicuous kind of social upheaval (剧变) underway that is fast altering both the face of the planet and the way human beings live. That change is the rapid acceleration of urbanization. In 2008, for the first time in human history, more than half the worlds population was living in towns and cities. And as a recently published paper shows, the process of urbanization will only accelerate in the decades to comewith an enormous impact on biodiversity and potentially on climate change.As Karen Seto, the lead author of the paper, points out, that the wave of urbanization isnt just about the migration of people into urban environments, but about the environments themselves becoming bigger to accommodate all those people. The rapid expansion of urban areas will have a huge impact on biodiversity hotspots and on carbon emissions in those urban areas.Humans are the ultimate invasive specieswhen they move into new territory, they often displace the wildlife that was already living there. And as land is cleared for those new cities especially in the dense tropical forestscarbon will be released into the atmosphere as well. Its true that as people in developing nations move from the countryside to the city, the shift may reduce the pressure on land, which could in turn be good for the environment. This is especially so in desperately poor countries, where residents in the countryside slash and bum forests each growing season to clear space for farming. But the real difference is that in developing nations, the move from rural areas to cities often leads to an accompanying increase in incomeand that increase leads to an increase in the consumption of food and energy, which in turns causes a rise in carbon emissions. Getting enough to eat and enjoying the safety and comfort of living fully on the grid is certainly a good thing but it does carry an environmental price.The urbanization wave cant be stoppedand it sho