六级阅读PartIIIReadingComprehension.docx

1、六级阅读PartIIIReadingComprehensionPart III Reading Comprehension (40 minutes)Section AHis future subjects have n ot always treated the Prince of Wales with the respect one XXXX expect. They laughed aloud in1986 whe n the heir to the British(36)_ throne _ told a TV reporter that he talked to his pla nts

2、 at his country house, High grove,to stimulate their growth. The Prince was being humorous- “ My sense of humor will get me into trouble one day ” , haids (随从)-but liste ning to Charles Win dsor can in deed prove stimulat ing. The royal(37) environmen talist _ has bee n promot ing radical ideas for

3、most of his adult life. Some of his(38)_ no ti ons , which once soun ded a bit weird, were simply ahead oftheir time. Now, fin ally, the world seems to be catchi ng up with him.Take his vi ews on farmi ng. Prince Charles Duchy Home Farm wen t(39)_ origi nally back in 1986. When mostshoppers cared on

4、ly about the low price tag on suspiciously blemish-free( 无瑕疵的)vegetables and(40) unnaturally largechicke ns piled high in supermarkets.His warnings on climate cha nge proved farsighted,too.Charles bega n( 41) urging actio n in warmi ng in 1990 and sayshe has bee n worried about the(42) impact of man

5、 on the environment same be was a tee nager.Although he was gradually gained intern ati on al(43) recog niti on as one of the worlds lending con servati oni sts,ma nyBritish people still think of him as an( 34) ecce ntric pers on who talks to pla nts.This year,as it happe ns,South Korea nscie ntists

6、 proved that pla nts really do(45) respond to roun d.So Charles was ahead of the game there,too.A.con formB.ecce ntricC.e nviro nmen talistD.expediti onsE.impactF.no ti onsG.orga nicH.origi nallyI.recog niti onJ.resp ondK.subord in ateL.suppress ingM.thro neN.u nn aturallyO.urgi ngSection BDirection

7、s: In this sect ion , you are going to read a passage with ten stateme nts attached to it. Each stateme nt containsin formatio n give n in one of the paragraphs. Ide ntify the paragraph from which the in formatio n is derived. You may choose a paragraph more tha n once. Each paragraph is marked with

8、 a letter. An swer the questi ons by marki ng the corresp onding letter onAnswer Sheet 2. High School Sports Aren t Killing AcademicsA)In this month s Atlantic cover article, “The Case AgSicteo HiSports, ” Amanda Ripley argues thatschool-sp on sored sports programs should be seriously cut. She write

9、s that, un like most coun tries that outperform the Un ited States on intern ati onal assessme nts, America n schools put too much of an emphasis on athl etics, “ Sports are embedded in America n schools in a way they are not almost any where else, ” she writes, “ Yet this differe nee hardly ever cd

10、omestic debates about America s international me平iHci)iiliy(9ducation. ”B)America n stude nt-athletes reap many ben efits from participati ng in sports, but the costs to the schools could outweightheir ben efits, she argues, In particular, Ripley contends that sports crowd out the academic missi ons

11、 of schools: America should learn from South Korea and Finland and every other country at the top level of intern atio nal 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 playisports, ” she writes

12、, cit ing a 2010dy published in the Journal of Adva need Academics.C)It might well be true that sports are far more rooted in America n high schools tha n in other coun tries. But our readi ng of intern ati onal test scores finds no support for the argume nt aga inst school athletics. In deed, our o

13、wn research and that of others lead us to make the opposite case. School-sp on sored sports appear to provide ben efits that seem to in crease, not detract(减 少)from, academic success.D)Ripley indulges a popular obsession(痴迷)with international test score comparisons, which show wide and frighteningga

14、ps betwee n the Un ited States and other coun tries. She igno res, however, the fact that states vary at least as much in test scores as do developed coun tries. A 2011 report from Harvard Un iversity shows that Massachusetts produces math scores comparable to South Korea and Fi nland, while Mississ

15、ippi scores are closer to Trini dad and Tobago. Ripley art s thein 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 in terscholastic sports are no where n ear as prominent. Sports cannot exp

16、lai n these similarities in performanee. They can t explain international differerhss eitE)If it is true that sports un derm ine the academic missi on of America n schools, we would expect to see a n egativerelati on ship betwee n the commitme nt to athletics and academic achieveme nt. However, the

17、Uni versity of Arka nsasBowe n and Jay Gree ne actually find the opposite. They exam ine this relati on ship by an alyz ing schools perce ntages as well as stude nt-athletic participati on rates compared to graduati on rates and sta ndardized test score achieveme nt over a five-year period for all p

18、ublic high schools in Ohio. Con troll ing for stude nt poverty levels, demographics( 人口统计状况 ), and district financial resources, both measures of a school s commitment to athletics are significantiy and positivlower dropout rates as well as higher test scores.F)On-the-field success and high particip

19、ati on in sports is not ran dom-it requires focus and dedicati on to athletics. Onemight think this would lead schools obsessed with winning to deemphasize academics. Bowe n and Gree ne con tradictG)Ripley cites the writ ings of renowned sociologist James Colema n, whose research in educati on was g

20、roun dbreak ing.innocent visitor that he was en teri ng an athletic club, not an educati onal in stituti on.H)However, i n later research Colema n would show how the success of schools is highly depe ndent on what he termedI)Accord ing to a 2013 evaluati on con ducted by the Crime Lab at the Uni ver

21、sity of Chicago, a program called Beco ming aMan -Sports Editi on creates last ing improveme nts in the boys study habits and grade point averages. During the fiiprogram, stude nts were founds to be less likely to tran sfer schools or be en gaged in viole nt crime. A year after the program, particip

22、a nts were less likely to have had an encoun ter with the juve nile justice system.J) If school-sp on sored sports were completely elimi nated tomorrow, many America n stude nts would still have opport un ities to participate in orga ni zed athletics elsewhere, much like they do in coun tries such a

23、s Finland, Germa ny, and South Korea. The same is n ot certa in whe n it comes to stude nts from more disadva ntaged backgro un ds. In an overview of the research onnon-school based after-school programs, researchers find that disadva ntaged childre n participate in these programs at sig ni fica ntl

24、y lower rates. They find that low-i ncome stude nts have less access due to challe nges with regard to tran sportati on, non-nominal fees, and off-campus safety. Therefore, reduci ng or elim in at ing these opport un ities would most likely deprive disadva ntaged stude nts of the ben efits from athl

25、etic participati on, not least of which is the opport unity to in teract with positive role models outside of regular school hours.K) Ano ther unfoun ded criticism that Ripley makes is bringing up the stereotype that athletic XX are typically lousy( 蹩脚卩的)classroom teachers. “ America n prin cipals,

26、un like the XX XX of prin cipals around the world, make many hiri ng decisi onswith their sports teams in mind , which does not always end well for students, ” she writes. Educators who seek emplcschools primarily for the purpose of coaching are likely to shirk( 推隹卩)teaching responsibilities, the ar

27、gument goes. Moreover, even in the cases where the employee is a teacher first and athletic coach sec ond, the additi onal resp on sibilities that come with coach ing likely comes at the expe nse of time otherwise spe nt on pla nning, gradi ng, and com mun icati ng with pare nts and guardia ns.L)The

28、 data, however, do not seem to con firm this stereotype. In the most rigorous study on the classroom results of highschool coaches, the University of Arkansas s Anna Egalite finds that athletic coaches in Florida mostly tend to arform jiwell as their non-coachi ng coun terparts, with respect to rais

29、 ing stude nt test scores. We do not doubt that teachers who also coach face serious tradeoffs that likely come at the expe nse of time they could dedicate to their academic obligati ons. However, as with sport ing eve nts, athletic coaches gain additi onal opport un ities for com muni cat ing and s

30、ervi ng as men tors（ 导J帀）that pote ntially help stude nts succeed and make up for the costs of coach ing commitme nts.M） lf schools allow stude nt-athletes to regularly miss out on in structi onal time for the sake of traveli ng to athleticcompetitions, that s bad. However, such issues would be bett

31、er addressed by changing school and state policies with regard to the scheduli ng of sport ing events as opposed to total elim in ati on. If the empirical evide nee points to anythin g, it points towards school spon sored sports provid ing assets that are well worth the costs.N） Despite negative ste

32、reotypes about sports culture and Ripley s presumption that academics and athletics are at oddone ano ther, we believe that the greater body of evide nee shows that school-sp on sored sports programs appear to ben efitstudents. Successes on the playing field can carry over to the classroom and vice versa（反之亦然 ）.More importantly, finding ways to in crease school com mun ities apitaJociiahperative to the success of the school as whole, not just the athletes.46.St un ets from low-i ncome families have less access to off-