amorPart III Reading Comprehension (40 minutes)
Section A
His future subjects have n ot always treated the Prince of Wales with the respect one XXXX expect. They laughed aloud in
1986 whe n the heir to the British(36)_ throne _ told a TV reporter that he talked to his pla nts 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 ” , h
aids (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 most of his adult life. Some of his(38)_ no ti ons ________ , which once soun ded a bit weird, were simply ahead of
their time. Now, fin ally, the world ems 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 most shoppers cared only about the low price tag on suspiciously blemish-free( 无瑕疵的)vegetables and(40) unnaturally _______ l arge chicke 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 says
he has bee n worried about the(42) impact ____ of man 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 world's lending con rvati oni sts,ma ny
British 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 n
scie ntists proved that pla nts really do(45) respond ___ to roun d.So Charles was ahead of the game there,too.
A. con form
define是什么意思
B. ecce ntricstiff
C. e nviro nmen talist
D. expediti ons
E. impact
F. no ti ons
G. orga nic
H. origi nally
I. recog niti on
J. resp ond
K. subord in ate
L. suppress ing
M. thro ne
mathplayer
N. u nn aturally
O. urgi ng
Section B
Directions: In this ct ion , you are going to read a passage with ten stateme nts attached to it. Each stateme nt contains
in formatio n give n in one of the paragraphs. Ide ntify the paragraph from which the in formatio n is derived. You may choo a paragraph more tha n once. Each paragraph is marked with a letter. An swer the questi ons by marki ng the corresp onding letter on
Answer Sheet 2. High School Sports Aren ' t Killing Academics核能英语
A) In this month ' s Atlantic cover article, “The Ca AgSicteo HiSports, ” Amanda Ripley argues that
school-sp on sored sports programs should be riously cut. She writes that, un like most coun tries that outperform the Un ited States on intern ati onal asssme 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 alm
ost any where el, ” she writes, “ Yet this differe nee hardly ever c domestic debates about America ' s international me平i H ci)iiliy(9ducation. ”
gatesheadB) America n stude nt-athletes reap many ben efits from participati ng in sports, but the costs to the schools could outweigh
their ben efits, she argues, In particular, Ripley contends that sports crowd out the academic missi ons 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 playi sports, ” she writes, cit ing a 2010dy published in the Journal of Adva need Academics.
教育部出国留学中心
短裤英文怎么写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 own rearch and that of others lead us to make the opposite ca. School-sp on sored sports appear to provide ben efits that em to in crea, 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 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 Massachutts produces math scores comparable to South Korea and Fi nland, while Mississippi scores are clor to Trini dad and Tobago. Ripley art' s the 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 in terscholastic sports are no where n ear as prominent. Sports cannot explai n the similarities in performanee. They can ' t explain international differerhss eit
E) If it is true that sports un derm ine the academic missi on of America n schools, we would expect to e a n egative
relati on ship betwee n the commitme nt to athletics and academic achieveme nt. However, the Uni versity of Arka nsas
Bowe 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 public 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 positiv lower dropout rates as well as higher test scores.
F) On-the-field success and high participati on in sports is not ran dom-it requires focus and dedicati on to athletics. One
might think this would lead schools obsd with winning to deemphasize academics. Bowe n and Gree ne con tradict
that argume nt. A likely expla nati on for this em in gly coun teri ntuitive( 与直觉相反的)result is that success in sports programs actually facilitates or reflects greater social capital with in a school s com mun ity.
G)Ripley cites the writ ings of renowned sociologist James Colema n, who rearch in educati on was groun dbreak ing.
Colema n in his early work held athletics in con tempt, arguing that they crowded out schools acade
m his 1961 study, The Adolesce nt Society, where Colem an writes, Altogether, the tro奖品()ca would suggest to the
innocent visitor that he was en teri ng an athletic club, not an educati onal in stituti on.
H)However, i n later rearch Colema n would show how the success of schools is highly depe ndent on what he termed
social capital, the social n etworks, and the relati on ships betwee n adults and childre n that are of value for the childv ing Man -Sports Editi on creates last ing improveme nts in the boys ' study habits and grade point averages. During the fii
I) Accord ing to a 2013 evaluati on con ducted by the Crime Lab at the Uni versity of Chicago, a program called Beco ming a program, 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, participa 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 elwhere, much like they do in
coun tries such as 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 rearch on
non-school bad after-school programs, rearchers find that disadva ntaged childre n participate in the programs at sig ni fica ntly 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 the opport un ities would most likely deprive disadva ntaged stude nts of the ben efits from athletic 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, un like the XX XX of prin cipals around the world, make many hiri ng decisi ons with their sports teams in mind , which does not always end well for students, ” she writes. Educators who ek emplc schools primarily for the purpo of coaching are likely to shirk( 推隹卩)teaching responsibilities, the argument goes. Moreover, even in the cas where the employee is a teacher first and athletic coach c ond, the additi onal resp on sibilities tha
t come with coach ing likely comes at the expe n of time otherwi spe nt on pla nning, gradi ng, and com mun icati ng with pare nts and guardia ns.
L) The data, however, do not em to con firm this stereotype. In the most rigorous study on the classroom results of high
school coaches, the University of Arkansas ' s Anna Egalite finds that athletic coaches in Florida mostly tend to a®rform ji well as their non-coachi ng coun terparts, with respect to rais ing stude nt test scores. We do not doubt that teachers who also coach face rious tradeoffs that likely come at the expe n 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 rvi 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 athletic competitions, that ' s bad. However, such issues would be better addresd by changing school and state policies with regard to the scheduli ng of sport ing events as oppod to total elim in ati on. If the empirical evide nee points to anythin g, it points towards school spon sored
sports provid ing asts that are well worth the costs.
N）Despite negative stereotypes about sports culture and Ripley ' s presumption that academics and athletics are at odd
one ano ther, we believe that the greater body of evide nee shows that school-sp on sored sports programs appear to ben efit students. Success on the playing field can carry over to the classroom and vice versa（反之亦然）.More importantly, finding ways to in crea 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-campus sports programs.
47. Ama nda Ripley argues that America should lear n from other coun tries that rank high in intern ati onal tests and lay less emphasis on athletics.
48. Accord ing to the author,Ama nda Ripley fails to note that stude nts' performa nee in exams varies from state to state.
无可匹敌49. Ama nda Ripley thi nks that athletic coaches are poor at classroom in structio n.
50. James Colema n's later rearch make an argume nt for a school's social capital.
51. Rearchers find that there is a positive relati on ship betwee n a school's commitme nt to athletics and academic achieveme nts.
52. A rigorous study finds that athletic coaches also do well in rais ing stude nts' test scores.
53. Accord ing to an evaluati on, programs con tribute to stude nts' academic performa nee and character buildi ng.
54. Ama nda Ripley believes the emphasis on school sports should be brought up whe n trying to un dersta nd why America n stude nts are mediocre.
55. James Colema n suggests in his earlier writi ngs that school athletics would un derm ine a school's image
Section C
Directions: There are 2 passages in this cti on. Each passage is followed by some questi ons or unfini shed stateme nts. For each of them there are four choices marked A, B, C and D. . You should decide on the best choice and mark the corresp onding letter on An swer Sheet 2 with a sin gle line through the cen tre.
Passage one
datatablesIt is easy to miss amid the day-to-day headli nes of global econo mic recessi on, but there is a less con spicuous kind of social upheaval（剧变）un derway that is fast alteri ng both the face of the pla net and the way huma n beings live. That cha nge is the rapid acceleration of urbanization .In 2008, for the first time in human history, more than half the world ' s popu tow ns and cities. And as a rece ntly published paper shows, the process of urba ni zati on will only accelerate in the decades to come—with an eno rmous impact on biodiversity and pote ntially on climate cha nge.
As Karen Seto, the led author of the paper, points out, the wave of urbanization isn ' t just about the migration of
