大学英语六级分类模拟题433及答案解析.doc

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1、大学英语六级分类模拟题 433及答案解析(总分：557.00，做题时间：90 分钟)一、Part Writing(总题数：7，分数：486.00)1. （分数：106.50）_2.1建立和谐社会成为了一种潮流和趋势 2我心中的和谐社会是 3为了建立和谐社会，我们应该如何去做? （分数：106.50）_3.Directions: For this part, you are allowed 30 minutes to write an essay on the title “Overdependence of Young People on Their Parents“. You can ana

2、lyze the reasons for this social problem and finally give your solutions on how to deal with this problem. You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1. （分数：106.50）_4.Directions : For this part, you are allowed 30 minutes to write a short essay e

3、ntitled Stay Away From Cyber Cafs. You should write at least 150 words but no more than 200 words following the outline given below. 1目前很多学校举行“远离网吧”活动 2举行“远离网吧”活动的原因 3我的看法 （分数：20.00）_5.Directions : For this part, you are allowed 30 minutes to write a short essay entitled Follow Your Own Course by co

4、mmenting on the remark “Follow your own course, and let people talk.“ You should write at least 150 words but no more than 200 words. （分数：20.00）_6.Directions : For this part, you are allowed 30 minutes to write a short essay entitled National Readership on the Internet. You should start your essay w

5、ith a brief description of the chart and write at least 150 words but no more than 200 words. Recent National Readership on the Internet (%)（分数：20.00）_7.Directions: For this part, you are allowed 30 minutes to write an essay about Reading can Cure Spiritual Emptiness by referring to the saying “Read

6、ing is to the mind what exercise is to the body.“ You can cite examples to illustrate your point and then appeal to everyone to read some worthy books . You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1 . （分数：106.50）_二、Part Reading Compr(总题数：0，分数：0.00

7、)三、Section B(总题数：1，分数：71.00)High School Sports Aren“t Killing AcademicsA In this month“s 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 Unite

8、d 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 America“s international mediocrity (

9、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 Fin

10、land 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

11、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.

12、 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, h

13、owever, 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. Ripley“s thesis about sp

14、orts 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 can“t

15、 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 Arkansas“s Daniel Bowen and Jay Greene ac

16、tually 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

17、student poverty levels, demographics (人口统计状况), and district financial resources, both measures of a school“s commitment to athletics are significantly and positively related to lower dropout rates as higher test scores. F On-the-field success and high participation in sports is not randomit requires

18、 focus and dedication to athletics. One might think this would lead schools obsessed with winning to deemphasize academics. Bowen and Greene“s 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 facili

19、tates or reflects greater social capital within a school“s 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. Rip

20、ley 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 Coleman would show how the success of schools is highl

21、y 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 child“s growing up.“ I According to a 2013 evaluation conducted by the Crime Lab at the University of Chicago, a program called Becoming a ManSpo

22、rts 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 encounte

23、r 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 certa

24、in 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

25、 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

26、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 wit

27、h 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 fi

28、rst 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

29、 classroom results of high school coaches, the University of Arkansas“s 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 t

30、radeoffs 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 coach

31、ing commitments. M If schools allow student-athletes to regularly miss out on instructional time for the sake of traveling to athletic competitions, that“s bad. However, such issues would be better addressed by changing school and state policies with regard to the scheduling of sporting events as op

32、posed 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 Ripley“s presumption that academics and athletics are at odds with one another,

33、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 th

34、e success of the school as a whole, not just the athletes.（分数：71.00）(1).Students from low-income families have less access to off-campus sports programs.（分数：7.10）(2).Amanda Ripley argues that America should learn from other countries that rank high in international tests and lay less emphasis on ath

35、letics.（分数：7.10）(3).According to the author, Amanda Ripley fails to note that students“ performance in exams varies from state to state.（分数：7.10）(4).Amanda Ripley thinks that athletic coaches are poor at classroom instruction.（分数：7.10）(5).James Coleman“s later research makes an argument for a school

36、“s social capital.（分数：7.10）(6).Researchers find that there is a positive relationship between a school“s commitment to athletics and academic achievements.（分数：7.10）(7).A rigorous study finds that athletic coaches also do well in raising students“ test scores.（分数：7.10）(8).According to an evaluation,

37、sports programs contribute to students“ academic performance and character building.（分数：7.10）(9).Amanda Ripley believes the emphasis on school sports should be brought up when trying to understand why American students are mediocre.（分数：7.10）(10).James Coleman suggests in his earlier writings that sc

38、hool athletics would undermine a school“s image.（分数：7.10）大学英语六级分类模拟题 433答案解析(总分：557.00，做题时间：90 分钟)一、Part Writing(总题数：7，分数：486.00)1. （分数：106.50）_正确答案：()解析：There Is No Shortcut to LearningThe cartoon depicts that a student, with a book in his hand, attempts to search for a book titled How To Do Well I

39、n School Without Studying, only to be told by the librarian that it belongs to fictions. Apparently, the student is daydreaming about gain without pain, which is anything but realistic. What the cartoon tries to convey is that no shortcut to learning does ever exist. Many examples can well illustrat

40、e this theme. A case in point can be Albert Einstein, though a genius, but for his earnest efforts and diligence in learning, he would not rise above his peer and become a great scientist. Moreover, as the old saying goes, no pain, no gain, and learning is no exception. Seldom can students have exce

41、llent performance in school if they always idle time away because knowledge cannot be stored in brain automatically. Therefore, as college students, we should have a right attitude towards learning, and make earnest efforts in school as there is no shortcut to learning.2.1建立和谐社会成为了一种潮流和趋势 2我心中的和谐社会是

42、 3为了建立和谐社会，我们应该如何去做? （分数：106.50）_正确答案：()解析：A Harmonious Society in My MindNowadays, it seems known to everybody that one of the objectives of China“s modern construction is to build a harmonious society. All of a sudden, “a harmonious society“ has become a frequently-used phrase in media news, newsp

43、apers and etc. It is the trend of China“s development. But what is a harmonious society? In my mind, there are several aspects included in building a harmonious society. First, a harmonious society has democracy in its politics to ensure the maximum benefits of the people. Second, a harmonious socie

44、ty has equality and justice to protect the rights of every citizen. Third, a harmonious society has good faith and friendly relation between people to create a favorable atmosphere for living and doing business. Fourth, a harmonious society has energy to make sure its creativity. Fifth, a harmonious

45、 society has stability and order to provide people with a comfortable environment. Sixth, a harmonious society has harmony between humankind and nature for a sustainable development of economy. To be true, it needs joint efforts of every person in China to realize this great goal. For me, I am a stu

46、dent in college. What I can do is to develop good relations with people around me, help others as much as possible, spread this awareness to as many people as possible, and lay a foundation for this tall building.3.Directions: For this part, you are allowed 30 minutes to write an essay on the title “Overdependence of Young People on Their Parents“. You can analyze the reasons for this social problem and finally give your solutions on how to deal with this problem. You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1. （分数：106.50）_