2014年12月英語六級考試真題

掃一掃-PartⅠWriting:30Directions：Forthispart,youareallowed30minutestowriteonessaybasedonthepicturebelow.Youshouldstartyouressaywithabriefdescriptionofthepictureandthendiscusswhatqualitiesanemployershouldlookforinjobapplicants.Youshouldgivesoundargumentstosupportyourviewsandwriteatleast150wordsbutnomorethan200words. PartIIListeningSectionA:Directions：Inthissection，youwillhear8shortconversationsand2longconversations.Attheendofeachconversation,oneormorequestionswillbeaskedaboutwhatwassaid.Boththeconversationandthequestionswillbespokenonlyonce.Aftereachquestiontherewillbeapause.Duringthepause,youmustreadthefourchoicesmarkedA）,B）,C）andD），anddecidewhichisthebestanswer.ThenmarkthecorrespondingletteronAnswerSheetIwithasinglelinethroughthecentre.AtaInacar

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ItwasatoneinhismountainclimbingcareerIthelpedhimunderstandtheSherpaviewofmountainsPartIIListeningSectionB:Directions：Inthissection，youwillhear3shortpassages.Attheendofeachpassage，youwillhearsomequestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA）,B）,C）andD）.ThenmarkthecorrespondingletteronAnswerSheetIwithasinglelinethroughthecentre.PassageQuestions16to19arebasedontheconversationyouhavejustheard.Question16ByreviewingwhathehassaidByshowingamemorandum’s

BycomparingmemorandumswithByyzingtheorganizationofaQuestion17Theyspentalotoftime

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StructureandSimplicityandPassageQuestions19to22arebasedonthepassageyouhavejustheard.Question19AccurateDirectstatementof

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ItdeclaredJuly24SolomonNorthupIthostedareunionfortheNorthupPartIIListeningSectionC:Directions：Inthissection,youwillhearapassagethreetimes.Whenthepassageisreadforthefirsttime,youshouldlistencarefullyforitsgeneralidea.Whenthepassageisreadforthesecondtime,youarerequiredtofillintheblankswiththeexactwordsyouhavejustheard.Finally,whenthepassageisreadforthethirdtime,youshouldcheckwhatyouhavewritten.Intoleranceistheartofignoringanyviewsthatdifferfromyourown.It（26）itselfahatred.Stereotypes,prejudice,and（27） .Onceitintensifiesinpeople,intoleranceisnearlyimpossibleto e.Butwhywouldanyonewanttobelabeledintolerant.Whywouldpeoplewanttobe（28） abouttheworldaroundthem?WhywouldonewanttobepartoftheprobleminAmerica,insteadofthesolution?Therearemanyexnationsforintolerantattitudes,some（29） childhood.Itislikelythatintolerantfolksgrewup（30） intolerantparentsandthecycleofprejudicehassimplyfor（31） .Perhapsintolerantpeoplearesosetintheirwaysthattheyfinditeasiertoignoreanythingthatmightnot（32） limitedviewoflife.Ormaybeintolerantstudentshavesimplyneverbeen（33）toanyonedifferentformthemselves.Butnoneofthesereasonisanexcuseforallowingtheintolerancetocontinue.Intoleranceshouldnotbeconfusedwithdisagreement.Itis,ofcourse,possibleasdisagreewithanopinionwithoutbeingintolerantofit.Ifyouunderstandabeliefbutstilldon’tbelieveinthatspecificbelief,that’sfine.Youare（34） opinion.Asamatteroffact,（35） dissenters（持異議者）areimportantforanybelief.Ifweallbelievedthesamethings,wewouldnevergrow,andweshouldabouttheworldaroundus.Intolerancedoesnotstemformdisagreement.Itstemsfromfear.Andfearstemsignorance. PartⅢReadingSectionA:Directions：Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.HisfuturesubjectshavenotalwaystreatedthePrinceofWaleswiththerespectXXXXexpect.Theylaughedaloudin1986whentheheirtotheBritish（37） toldaTVreporterthathetalkedtohisntsathiscountryhouse,Highgrove,tostimulatetheirgrowth.ThePrincewasbeinghumorous-“Mysenseofhumorwillgetmeintotroubleoneday”,hesaidtohisaids（隨從）-butlisteningtoCharlesWindsorcanindeedprovestimulating.Theroyal（38） hasbeenpromotingradicalideasformostofhisadultlife.Someofhis（39） ,whichoncesoundedabitweird,weresimplyaheadoftheirtime.Now,finally,theworldseemstobecatchingupwithhim.Takehisviewsonfarming.PrinceCharles’DuchyHomeFarmwent（40） backin1986.Whenmostshopperscaredonlyaboutthelowpricetagonsuspiciouslyblemish-（無瑕疵的）vegetablesand（41） largechickenspiledhighsupermarkets.Hiswarningonclimatechangeprovedfarsighted,too.Charles warmingin1990andsayshehasbeenworriedaboutthe（43） ofmanontheenvironmentsincehewasateenager.Althoughhehasgraduallygainedinternational（44） asoneoftheworld’sXXXXconservationists,manyBritishpeoplestillthinkofhimasan（45） talkstonts.Thisyear,asithappens,SouthKoreanscientistsprovedthatntsreallydo（46） tosound.SoCharleswasaheadofthegamethere,too. PartⅢReadingSectionB:Directions：Inthissection,youaregoingtoreadawithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.HighSchoolSportsAren'tKillingInthismonth'sAtlanticcoverarticle,"TheCaseAgainstHigh-SchoolSports,"AmandaRipleyarguesthatschool-sponsoredsportsprogramsshouldbeseriouslycut.Shewritesthat,unlikemostcountriesthatoutperformtheUnitedStatesoninternationalassessments,Americanschoolsputtoomuchofanemphasisonathletics,"SportsareembeddedinAmericanschoolsinawaytheyarenotalmostanywhereelse,"shewrites,"YetthisdifferencehardlyevercomesupindomesticdebatesaboutAmerica'sinternationalmediocrity（平庸）ineducation."Americanstudent-athletesreapmanybenefitsfromparticipatinginsports,butthecoststotheschoolscouldoutweightheirbenefits,sheargues,Inparticular,Ripleycontendsthatsportscrowdouttheacademicmissionsofschools:AmericashouldlearnfromSouthKoreaandFinlandandeveryothercountryatthetoplevelofinternationaltestscores,allofwhomemphasizeathleticsfarlessinschool."Evenineighthgrade,AmericankidsspendmorethantwicethetimeKoreankidsspend yingsports,"shewrites,citinga2010studypublishedintheJournalofAdvancedItmightwellbetruethatsportsarefarmorerootedinAmericanhighschoolsthaninothercountries.Butourreadingofinternationaltestscoresfindsnosupportfortheargumentagainstschoolathletics.Indeed,ourownresearchandthatofothersleadustomaketheoppositecase.School-sponsoredsportsappeartoprovidebenefitsthatseemtoincrease,notdetract（減少）from,academicsuccess.D）Ripleyindulgesapopularobsession（癡迷）withinternationaltestscorecomparisons,whichshowwideandfrighteninggapsbetweentheUnitedStatesandothercountries.Sheignores,however,thefactthatstatesvaryatleastasmuchintestscoresasdodevelopedcountries.A2011reportfromHarvardUniversityshowsthatMassachusettsproducesmathscorescomparabletoSouthKoreaandFinland,whileMississippiscoresareclosertoTrinidadandTobago.Ripley'sthesisaboutsportsfallsapartinlightofthisfact.SchoolsinMassachusettsprovidesportsprogramswhileschoolsinFinlanddonot.SchoolsinMississippimaylovefootballwhileinTobagointerscholasticsportsarenowherenearasprominent.Sportscannotexinthesesimilaritiesinperformance.Theycan'texininternationaldifferenceseither.E）IfitistruethatsportsunderminetheacademicmissionofAmericanschools,wewouldexpecttoseeanegativerelationshipbetweenthecommitmenttoathleticsandacademicachievement.However,theUniversityofArkansas'sDanielBowenandJayGreeneactuallyfindtheopposite.Theyexaminethisrelationshipbyyzingschools'sportswinningpercentagesaswellasstudent-athleticparticipationratescomparedtograduationratesandstandardizedtestscoreachievementoverafive-yearperiodforallpublichighschoolsinOhio.Controllingforstudentpovertylevels,demographics（人口統(tǒng)計(jì)狀況）,anddistrictfinancialresources,bothmeasuresofaschool'scommitmenttoathleticsaresignificantlyandpositivelyrelatedtolowerdropoutratesaswellashighertestscores.F）On-the-fieldsuccessandhighparticipationinsportsisnotrandom-itrequiresfocusanddedicationtoathletics.Onemightthinkthiswouldleadschoolsobsessedwithwinningtodeemphasizeacademics.BowenandGreene'sresultscontradictthatargument.Alikelyexnationforthisseeminglycounterintuitive（與相反的）resultisthatsuccessinsportsprogramsactuallyfacilitatesorreflectsgreatersocialcapitalwithinaschool'scommunity.G）RipleycitesthewritingsofrenownedsociologistJamesColeman,whoseresearchineducationwasgroundbreaking.Colemaninhisearlyworkheldathleticsincontempt,arguingthattheycrowdedoutschools'academicmissions.Ripleyquoteshis1961study,TheAdolescentSociety,whereColemanwrites,"Altogether,thetrophy（獎(jiǎng)品）casewouldsuggesttotheinnocentvisitorthathewasenteringanathleticclub,notaneducationalinstitution."H）However,inlaterresearchColemanwouldshowhowthesuccessofschoolsishighlydependentonwhathetermedsocialcapital,"thesocialnetworks,andtherelationshipsbetweenadultsandchildrenthatareofvalueforthechild’sgrowingup."I）Accordingtoa2013evaluationconductedbytheCrimeLabattheUniversityofChicago,aprogramcalled ingaMan-SportsEditioncreateslastingimprovementsintheboys'studyhabitsandgradepointaverages.Duringthefirstyearoftheprogram,studentswerefoundstobelesslikelytotransferschoolsorbeengagedinviolentcrime.Ayearaftertheprogram,participantswerelesslikelytohavehadanencounterwiththejuvenilejusticesystem.Ifschool-sponsoredsportswerecompleyeliminatedtomorrow,manyAmericanstudentswouldstillhaveopportunitiestoparticipateinorganizedathleticselsewhere,muchliketheydoincountriessuchasFinland,Germany,andSouthKorea.Thesameisnotcertainwhenitcomestostudentsfrommoredisadvantagedbackgrounds.Inanoverviewoftheresearchonnon-schoolbasedafter-schoolprograms,researchersfindthatdisadvantagedchildrenparticipateintheseprogramsatsignificantlylowerrates.Theyfindthat estudentshavelessaccessduetochallengeswithregardtotransportation,non-nominalfees,andoff-campussafety.Therefore,reducingoreliminatingtheseopportunitieswouldmostlikelydeprivedisadvantagedstudentsofthebenefitsfromathleticparticipation,notleastofwhichistheopportunityto ctwithpositiverolemodelsoutsideofregularschoolAnotherunfoundedcriticismthatRipleymakesisbringingupthestereotypethatathleticcoachesaretypicallylousy（蹩腳的）classroomteachers."Americanprincipals,unlikethevastmajorityofprincipalsaroundtheworld,makemanyhiringdecisionswiththeirsportsteamsinmind,whichdoesnotalwaysendwellforstudents,"shewrites.Educatorswhoseekemploymentatschoolsprimarilyforthepurposeofcoachingarelikelytoshirk（推卸）teachingresponsibilities,theargumentgoes.Moreover,eveninthecaseswheretheemployeeisateacherfirstandathleticcoachsecond,theadditionalresponsibilitiesthatcomewithcoachinglikelycomesattheexpenseoftimeotherwisespentonnning,grading,andcommunicatingwithparentsandguardians.Thedata,however,donotseemtoconfirmthisstereotype.Inthemostrigorousstudyontheclassroomresultsofhighschoolcoaches,theUniversityofArkansas'sAnnaEgalitefindsthatathleticcoachesinFloridamostlytendtoperformjustaswellastheirnon-coachingcounterparts,withrespecttoraisingstudenttestscores.Wedonotdoubtthatteacherswhoalsocoachfaceserioustradeoffsthatlikelycomeattheexpenseoftimetheycoulddedicatetotheiracademicobligations.However,aswithsportingevents,athleticcoachesgainadditionalopportunitiesforcommunicatingandservingasmentors（導(dǎo)師）thatpotentiallyhelpstudentssucceedandmakeupforthecostsofcoachingcommitments.Ifschoolsallowstudent-athletestoregularlymissoutoninstructionaltimeforthesakeoftravelingtoathleticcompetitions,that'sbad.However,suchissueswouldbebetteraddressedbychangingschoolandstatepolicieswithregardtotheschedulingofsportingeventsasopposedtototalelimination.Iftheempiricalevidencepointstoanything,itpointstowardsschoolsponsoredsportsprovidingassetsthatarewellworththecosts.DespitenegativestereotypesaboutsportscultureandRipley'spresumptionthatacademicsandathleticsareatoddswithoneanother,webelievethatthegreaterbodyofevidenceshowsthatschool-sponsoredsportsprogramsappeartobenefitstudents.Successesontheyingfieldcancarryovertotheclassroomandviceversa（反之亦）.Moreimportantly,findingwaystoincreaseschoolcommunities'socialcapitalisimperativetothesuccessoftheschoolaswhole,notjusttheathletes.Studentsfrom efamilieshavelessaccesstooff-campussportsprograms AmandaRipleyarguesthatAmericashouldlearnfromothercountriesthatrankhighininternationaltestsandlaylessemphasisonathletics. Accordingtotheauthor,AmandaRipleyfailstonotethatstudents’performanceinexamsvariesfromstatetostate. AmandaRipleythinksthatathleticcoachesarepooratclassroominstruction. JamesColeman’slaterresearchmakesanargumentforaschool’ssocialcapital. Researchersfindthatthereisapositiverelationshipbetweenacommitmenttoathleticsandacademic Arigorousstudyfindsthatathleticcoachesalsodowellinraisingstudents’test Accordingtoanevaluation,sportsprogramscontributetostudents’academicperformanceandcharacterbuilding. AmandaRipleybelievestheemphasisonschoolsportsshouldbebroughtupwhentryingtounderstandwhyAmericanstudentsaremediocre. JamesColemansuggestsinhisearlierwritingsthatschoolathleticswouldaschool’sA. PartⅢReadingSectionC:Directions：Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA）,B）,C）andD）.YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.Itiseasytomissamidtheday-to-dayheadlinesofglobaleconomicrecession,butthereisalessconspicuouskindofsocialupheaval（劇變）underwaythatisfastalteringboththefaceofthenetandthewayhumanbeingslive.Thatchangeistherapidaccelerationofurbanization.In2008,forthefirsttimeinhumanhistory,morethanhalftheworld’spopulationwaslivingintownsandcities.Andasarecentlypublishedpapershows,theprocessofurbanizationwillonlyaccelerateinthedecadestocome—withanenormousimpactonbiodiversityandpotentiallyonclimatechange.AsKarenSeto,theledauthorofthepaper,pointsout,thewaveofurbanizationisn'tjustaboutthemigrationofpeopleintourbanenvironments,butabouttheenvironments ingbiggerto modateallthosepeople.Therapidexpansionofurbanareaswillhaveahugeimpactonbiodiversityhotspotsandoncarbonemissionsinthoseurbanareas.Humansaretheultimateinvasivespecies—whenthemoveintonewterritory,theoftendiscethewildlifethatwasalreadylivingthere.Andaslandisclearedforthosenewcities—especiallyinthedensetropicals—carbonwillbereleasedintotheatmosphereaswell.It'struethataspeopleindevelonationsmovefromthecountrysidetothecity,theshiftmayreducethepressureonland,whichcouldinturnbegoodfortheenvironment.Thisisespeciallysoindesperaypoorcountries,whereresidentsinthecountrysideslashandburnseachgrowingseasontoclearspaceforfarming.Buttherealdifferenceisthatindevelonations,themovefromruralareastocitiesoftenleadstoan panyingincreasein e—andthatincreaseleadstoanincreaseintheconsumptionoffoodandenergy,whichinturncausesariseincarbonemissions.Gettingenoughtoeatandenjoyingthesafetyandcomfortoflivingfullyonthegridiscertainlyagoodthing—butitdoescarryanenvironmentalprice.Theurbanizationwavecan'tbestopped—anditshouldn'tbe.ButSeto’spaperdoesunderscoretheimportanceofmanagingthattransition.Ifwedoittherightway,wecanreduceurbanization'simpactontheenvironment."There'sanenormousopportunityhere,andalotofpressureandresponsibilitytothinkabouthowweurbanize,"saysSeto."Onethingthat'sclearisthatwecan'tbuildcitiesthewaywehaveoverthelastcoupleofhundredyears.Thescaleofthistransitionwon'tallowthat."We'reheadedtowardsanurbannetnomatterwhat,butwhetherit esheavenorisuptous.Whatissuedoestheauthortrytodrawpeople’sattention<p>TheshrinkingbiodiversityC.<p>Theongoingglobaleconomic

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<p>InnovativeuseofadvancedD.<p>Enhancingpeople’ssenseofWhenHarvardstudentMarkZuckerberglaunched inFeb.2004,evenhecouldnotimaginethesitwouldletloose.Hisintentwastoconnectcollegestudents.,whichiswhatthiswebsiterapidlyevolvedinto,endedupconnectingtheworld.Tothechildrenofthisconnectedera,theworldisonegiantsocialnetwork.Theyarenotbound—aswerepreviousgenerationsofhumans—bywhattheyweretaught.Theyareonlylimitedbytheircuriosityandambition.Duringmychildhood,allknowledgewaslocal.Youlearnedeverythingyouknewfromyourparents,teachers,preachers,andWiththehigh-qualityandtimelyinformationattheirfingertips,today'schildrenarerisingnormallytamemiddleclassisspeakingupagainstsocialills.SiliconValleyexecutivesarebeingshamedintoaddingwomentotheirboards.Politicalleadersaremarshallingtheenergyofmillionsforelectionsandpoliticalcauses.Allofthisisbeingdonewithsocialmediathatanditscompetitorsset.Asdoeseveryadvancingtechnology,socialmediahascreatedmanynewproblems.Itiscommonlyaddictiveandcreatesrisksforyoungerusers.SocialmediaisusedbyextremistsintheMiddleEastandelsewheretoseekandbrainwashrecruits.Anditexposesusandourfriendstodisagreeablespying.Wemayleaveourlightsoninthehousewhenweareonvacation,butthroughsocialmediawelcriminalsexactlywhere