Part III Reading Comprehension (40 minutes)
Section A
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)_ throne _ told a TV reporter that he talked to his plants at his country hou, High grove, to stimulate their growth. The Prince was being humorous- “My n 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) environmentalist _ has been promoting radical ideas for most of his adult life. Some of his(38)_ notions ____, which once sounded a bit weird, were simply ahead of their time. Now, finally, the world ems to be catching up with him.
stricterTake his views on farming. Prince Charles’ Duchy Home Farm went(39)_ originally ____ back in 1986. When most shoppers cared only about the low price tag on suspiciously blemish-free(无瑕疵的) vegetables and(40) unnaturally _____ large chickens piled high in supermarkets.
太原网络营销His warnings on climate change proved farsighted,too.Charles began(41) urging _____ ac
新品发布会 英文tion in warming in 1990 and says he has been worried about the(42) impact _____ of man on the environment same be was a teenager. distinctive
Although he was gradually gained international(43) recognition _____ as one of the world's lending conrvationists,many British people still think of him as an(34) eccentric _____ person who talks to plants.This year,as it happens,South Korean scientists proved that plants really do(45) respond _____ to round.So Charles was ahead of the game there,too.
龙井茶英语>裙子的英文怎么说
A.conform
B.eccentric
深圳软件测试C.environmentalist
D.expeditions
E.impact
F.notions
Ganic
H.originally
I.recognition
J.respond
K.subordinate
L.suppressing
chimesM.throne
N.unnaturally
O.urging
Section B
Directions: In this ction，you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choo a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. High School Sports Aren’t Killing Academics
但是的英文A)In this month’s Atlantic cover article, “The Ca Against High-School Sports,” Amanda Ripley argues that school-sponsored sports programs should be riously cut. She writes that, unlike most countries that outperform the United States on international asssments, American schools put too much of an emphasis on athletics, “ Sports are embedded in American schools in a way they are not almost anywhere el,” she writes, “Yet this difference hardly ever comes up in domestic debates about America’s international mediocrity(平庸)in education.”
美剧家园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 Finland 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 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 rearch and that of others lead us to make the opposite ca. School-sponsored sports appear to provide benefits that em to increa, not detract(减少)from, academic success.
D)Ripley indulges a popular obssion(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 report from Harvard University shows that Massachutts produces math scores comparable to South Korea and Finland, while Mississippi scores are clor to Trinidad and Tobago. Ripley’s thesis about sports falls apart in light of this fact. Schools in Massachutts 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 the similarities in performance. They can’t explain international differences either.
E)If it is true that sports undermine the academic mission of American schools, we would expect to e a negative relationship between the commitment to athletics and academic achievement. However, the University of Arkansas’s Daniel Bowen and Jay Greene actually 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 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 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 obsd with winning to deemphasize academics. Bowen and Greene’s results contradict that argument. A likely explanation for this emingly counterintuitive(与直觉相反的)result is that success in sports programs actually facilitates or reflects greater social capital within
a school’s community.
