大学英语六级卷二真题2014年12月及答案解析.doc

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1、大学英语六级卷二真题 2014 年 12 月及答案解析(总分：710.50，做题时间：120 分钟)一、Part I Writing (3(总题数：1，分数：106.50)1.1. 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 ind

2、ispensable in education. You can give some arguments to support your views and write at least 150 words but no more than 200 words. （分数：106.50）_二、Part II Listening Co(总题数：1，分数：56.80)A.At a groceryB.In a parking lotC.In a car showroomD.At a fast food restaurantA.Have a little nap after lunchB.Get up

3、and take a short walkC.Change her position now and thenD.Stretch legs before standing upA.The students should practice long-distance runningB.He doesnt quite believe what the woman saysC.The students physical condition is not desirableD.He thinks the race is too hard for the studentsA.They do not wa

4、nt to have a baby at presentB.They cannot afford to get married right nowC.They are both pursuing graduate studiesD.They will get their degrees in two yearsA.Twins usually have a lot in commonB.He must have been mistaken for JackC.Jack is certainly not as healthy as he isD.He has not seen Jack for q

5、uite a few daysA.The man will take the woman wo the museumB.The man knows where the museum is locatedC.The woman is asking the way at the crossroadsD.The woman will attend the opening of the museumA.They cannot ask the guy to leaveB.The guy has been coming in for yearsC.They should not look down upo

6、n the guyD.The guy must be feeling extremely lonelyA.Collect timepiecesB.Become time-consciousC.Learn to mend locksD.Keep track of his daily activitiesQuestions 9 to 11 are based on the conversation you have just heard.（分数：21.30）A.It winds its way to the seaB.It is quickly risingC.It is eating into

7、its banksD.It is wide and deepA.Get the trucks over to the other side of the riverB.Take the equipment apart before being ferriedC.Reduce the transport cost as much as possibleD.Try to speed up the operation by any meansA.Ask the commander to send a helicopterB.Halt the operation until further order

8、sC.Cut trees and build rowing boatsD.Find as many coats as possibleQuestions 12 to 15 are based on the conversation you have just heard.（分数：28.40）A.Help him join an Indian expeditionB.Talk about his climbing experiencesC.Give up mountain climbing altogetherD.Save money to buy climbing equipmentA.He

9、was very strict with his childrenB.He climbed mountains to earn a livingC.He had an unusual religious backgroundD.He was the first to conquer Mt. QomolangmaA.They are like humansB.They are sacred placesC.They are to be protectedD.They are to be conqueredA.It was his fathers training that pilled him

10、throughB.It was a milestone in his mountain climbing careerC.It was his father who gave him the strength to succeedD.It helped him understand the Sherpa view of mountains四、Section C(总题数：3，分数：71.00)Passage One Questions 16 to 19 are based on the passage you have just heard（分数：28.40）A.By reviewing wha

11、t he has said previouslyB.By comparing memorandums with lettersC.By showing a memorandum s structureD.By analyzing the organization of a letterA.They spent a lot of time writing memorandumsB.They seldom read a memorandum through to the endC.They placed emphasis on the format of memorandumsD.They ign

12、ored many of the memorandums they receivedA.Style and wordingB.Structure and lengthC.Directness and clarityD.Simplicity and accuracyA.Accurate datingB.Professional lookC.Direct statement of purposeD.Inclusion of appropriate humorPassage Two Questions 20 to 22 are based on the passage you have just h

13、eard.（分数：21.30）A.They give top priority to their work efficiencyB.They make an effort to lighten their workloadC.They never change work habits unless forced toD.They try hard to make the best use of their timeA.Self-confidenceB.Sense of dutyC.Work efficiencyD.Passion for workA.They are addicted to p

14、laying online gamesB.They try to avoid work whenever possibleC.They find to pleasure in the work they doD.They simply have no sense of responsibilityPassage Three Questions 23 to 25 are based on the passage you have just heard.（分数：21.30）A.He lost all his propertyB.He was sold to a circusC.He was for

15、ced into slaveryD.He ran away from his familyA.A carpenterB.A businessmanC.A master of hisD.A black drummerA.It named its town hall after Solomon NorthupB.It declared July 24 Solomon Northup DayC.It freedom all blacks in the town from slaveryD.It hosted a reunion for the Northup family五、Section C(总题

16、数：1，分数：71.50)Intolerance is the art of ignoring any views that differ from your own. It(26) 1 itself a hatred. Stereotypes, prejudice, and(27) 2.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 b

17、e (28) 3about the world around them? Why would one want to be part of the problem in America, instead of the solution? There are many explanations for intolerant attitudes, some (29) 4 childhood. It is likely that intolerant folks grew up (30) 5 intolerant parents and the cycle of prejudice has simp

18、ly continued for (31) 6. Perhaps intolerant people are so set in their ways that they find it easier to ignore anything that might not (32) 7 their limited view of life. Or maybe intolerant students have simply never been (33) 8 to anyone different form themselves. But none of these reason is an exc

19、use for allowing the intolerance to continue. Intolerance should not be confused with disagreement. It is, of course, possible to disagree with an opinion with out being intolerant of it. If you understand a belief but still dont believe in that specific belief, thats fine. You are (43) 9 your opini

20、on. As a matter of fact, (35) 10 dissenters（持异议者）are important for any belief. If we all believed that same things, we would never grow, and we would never learn about the world around us. Intolerance does not stem disagreement. It stems from fear. And fear stems from ignorance.（分数：71.50）填空项 1:_填空项

21、1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_六、Part III Reading Com(总题数：1，分数：35.50)His future subjects have not always treated the Prince of Wales with the respect one XXXX expect. They laughed aloud in 1986 when the heir to the British(36)_ told a TV reporter that he talked to his pla

22、nts 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(随从)-but listening to Charles Windsor can indeed prove stimulating. The royal(37)_ has been promoting radical ideas for most of his

23、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 in 1986. When most shoppers cared only about the low price tag on suspicio

24、usly blemish-free(无瑕疵的) vegetables and (40)_ large chickens piled high in supermarkets. His warnings on climate change proved farsighted, too. Charles began (41)_ action on globall waiming in 1990 and says he had been worried about the (42)_ of man on the environment since he was a teenager. Althoug

25、h he has gradually gained international (43)_ as one of the worlds leading consercationists, 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 really do (45)_ to sound. So Clarles was ahead of the game

26、there, too. A.conform B.eccentric C.environmentalist D.expeditions E.impact F.notions G.organic H.originally I.recognition J.respond K.subordinate L.suppressing M.throne N.unnaturally O.urging （分数：35.50）A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D

27、.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.A.B.C.D.E.F.G.H.I.J.K.L.M.N.O.七、Section B(总题数：1，分数：71.00)High School Sports Arent Killing Academics A)In this months Atlantic c

28、over 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, “

29、 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 t

30、he 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 ath

31、letics 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 o

32、ther 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, acade

33、mic 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 repor

34、t 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

35、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 Am

36、erican 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

37、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 co

38、mmitment to athletics are significantly and positively related to lower dropout rates as well as higher test scores. F)On-the-field success and high participation in sports is not random-it requires focus and dedication to athletics. One might think this would lead schools obsessed with winning to d

39、eemphasize 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 renow

40、ned 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 wo

41、uld 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 highly dependent on what he termed social capital, “the social networks, and the relationships between adults and

42、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 Man-Sports Edition creates lasting improvements in the boys study habits and grade point averages. During the first year of the

43、 program, students were founds 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 stud

44、ents 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 aft

45、er-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 eliminatin

46、g 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 stereoty

47、pe that athletic XX are typically lousy(蹩脚的)classroom teachers. “American principals, unlike the XX XX 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 primar

48、ily 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 comes 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 athlet