[外语类试卷]大学英语六级模拟试卷274及答案与解析.doc
《[外语类试卷]大学英语六级模拟试卷274及答案与解析.doc》由会员分享,可在线阅读,更多相关《[外语类试卷]大学英语六级模拟试卷274及答案与解析.doc(40页珍藏版)》请在麦多课文档分享上搜索。
1、大学英语六级模拟试卷 274及答案与解析 一、 Part I Writing (30 minutes) 1 Directions: For this part, you are allowed thirty minutes to write a composition on the topic How to Encourage People to Use Public Transport. You should write at least 150 words according to the outline given below in Chinese 1. 许多大城市私家车越来越多 2私家
2、车过多造成的问题。 3如何鼓励人们少用私家车,多用公共交通。 二、 Part II Reading Comprehension (Skimming and Scanning) (15 minutes) Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions attached to the passage. For questions 1-4, mark: Y (for YES) if the statement agrees with t
3、he information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. 1 Bullying(欺凌弱小者 ) at School: Tackling the Problem A. A broad definition of bullying is when a student is repeatedly e
4、xposed to negative actions of the part of one or more other students. These negative actions can take the form of physical contact, verbal abuse, or making faces and rude gestures. Spreading rumors and excluding the victim from a group are also common forms. Bullying also entails an imbalance in str
5、ength between the bullies and victim, what experts call an asymmetric power relationship. B. Bullying among schoolchildren is certainly a very old phenomenon, though it was not until the early 1970s that it was made the object of systematic research. Though this research originally focused on Scandi
6、navia, by the 1980s bullying among schoolchildren had attracted wider attention in countries such as Australia, Canada, Japan, the Netherlands, the United Kingdom and the United States. C. The surveys of more than 150,000 students show that some 15% of pupils in elementary and lower secondary/junior
7、 high schools, roughly corresponding to ages 7 to 16, in Scandinavia are involved in bully/victim problems with some regularity-either as bullies, victims or both. Approximately 9% are victims, and 7% bully other students with some regularity. A relatively small proportion (15%- 20%) of the victims
8、are themselves bullies of other pupils. These figures probably underestimate the problem, and there are indications that the level of bullying has risen over the last 10-15 years. More worrying, it is the more frequent and severe forms of bullying that have increased most. D. Scandinavia is clearly
9、not the stable rock of peace and calm it is often portrayed to be. Still, bullying may be more prevalent in other countries. For example, one British study of over 6,700 students shows that more than a quarter (27%) of primary school students reported being bullied with some regularity; this figure
10、was 10% for secondary school students. With regard to bullying other students, corresponding figures were 12% for primary and 6% for secondary school students. E. These are the raw data, but what about the background? There is considerable research literature on the characteristics, family backgroun
11、ds, long-term outcomes for victims and bullies, mechanisms and group processes involved. Fundamentally, bullying has to be seen as a component of more generally antisocial and rule-breaking behavior. In other studies, some 35% to 40% of boys who were characterized as bullies in Grades 6 to 9 (ages 1
12、3 to 16) had been convicted of at least three officially registered crimes by the age of 24. In contrast, this was true of only 10% of boys who were not classified as bullies. In other words, former school bullies were four times more likely than other pupils to engage in relatively serious crime. F
13、. There are several common assumptions about the causes of school bullying for which there is no supporting evidence. They include claims that bullying is a consequence of large class or school sizes, or of the competition for grades and other pressures that school generates. Another common assumpti
14、on is that under a tough surface bullies, in fact, suffer from poor self-esteem and insecurity. These views are no more accurate than the stereotype that students who are fat, red-haired and wear glasses are particularly likely to become victims of bullying. G. In reality, other factors are more imp
15、ortant. Certain personality characteristics and typical reaction patterns, combined with the level of physical strength or weakness in the case of boys, can help to explain the development of bullying problems in individual students. At the same time, environmental influences, such as teachers attit
16、udes, behavior and supervisory routines play a crucial role in determining the extent to which these problems will manifest themselves in a classroom or a school. H. Victims of bullying form a large group of students who tend to be neglected by their schools. Yet it is a fundamental human or democra
17、tic right for a child to feel sage in school and to be spared the oppression and repeated, intentional humiliation of bullying. Governments and school authorities have therefore an important role to play in assuring that these rights are honored. I. A Swedish law passed in 1994 and modified in 1997
18、goes some way to upholding these childrens rights at school. The associated regulations also make school principals responsible for realizing these goals, including the development of an explicit intervention plan against bullying. Similar legal moves, although with somewhat weaker formulations, hav
19、e been made in a few other countries, notably Norway and the United Kingdom. J. As bully/victim problems have gradually been placed on formal school agendas in many countries, a number of suggestions about their handing and prevention have been proposed. Some of these suggestions and approaches seem
20、 ill-conceived or even counterproductive, such as excessive focus on changing the victims behavior to make them less vulnerable to bullying. Others appear meaningful and potentially useful. A key problem, however, is that most of them have either not had positive results or have not been subjected t
21、o proper evaluation. Therefore it is difficult to know which measures actually work and which do not. Yet it is the results that count, not how adults might ,feel about using a programme. K. The situation is well illustrated by the following. Recently, a US expert committee under the leadership of a
22、 respected criminologist, Professor Delbert Elliott, systematically evaluated more than 400 violence (or problem-behavior) prevention programmes. Only 10 of the programmes (four of which were school-based) satisfied the specified minimum criteria of the evaluation. These criteria were that they coul
23、d show documented successful results, that the positive effects had lasted at least a year and that the programme had produced positive results in at least one site beyond the original one. These “Blueprint“ or model programmes are now being implemented in a number of sites with financial support fr
24、om the US Office of Juvenile Justice and Delinquency Prevention. L. Bullying Prevention Programme, founded by Dan Olweus of the University of Bergen, is one of the 10 US Blueprint programmes and was the programme selected by the Norwegian committee. In this programme, the tools are quite straightfor
- 1.请仔细阅读文档,确保文档完整性,对于不预览、不比对内容而直接下载带来的问题本站不予受理。
- 2.下载的文档,不会出现我们的网址水印。
- 3、该文档所得收入(下载+内容+预览)归上传者、原创作者;如果您是本文档原作者,请点此认领!既往收益都归您。
下载文档到电脑,查找使用更方便
2000 积分 0人已下载
下载 | 加入VIP,交流精品资源 |
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 外语类 试卷 大学 英语六级 模拟 274 答案 解析 DOC
