题目内容
（请给出正确答案）
A. mistakes are not important in the process of learning a language
B. learners are often very afraid of making mistakes
C. making mistakes can help the learner discover the roles
D. native speakers often do not tell foreign language learners about their mistakes
如果结果不匹配，请 联系老师 获取答案
更多“The author's major conclusion …”相关的问题
In the author’s opinion, advertising ________.
[A] emerges in the wake of the anti-happy part
[B] is a cause of disappointment for the general public
[C] replace the church as a major source of information
[D] creates an illusion of happiness rather than happiness itself
In the author's opinion, advertising ______.
A．emerges in the wake of the anti-happy part
B．is a cause of disappointment for the general peer
C．replaces the church as a major source of information
D．creates an illusion of happiness rather than happiness itself
The big party one evening was arranged for ______.
A．the author to sing
B．the author's big break in a major movie
C．Pop's singing performance
D．some Hollywood film stars
The author's major conclusion about mistakes in foreign language learning is that ______.
A．mistakes are not important in the process of learning a language
B．learners are often very afraid of making mistakes
C．making mistakes can help the learner discover the rules
D．native speakers often do not tell foreign language learners about their mistakes
A．mistakes are not important in the process of learning a language
B．learners are often very afraid of making mistakes
C．making mistakes can help the learner discover the rules of the language
D．native speakers often do not tell foreign language learners about their mistakes
A．It sums up the general points concerning the mechanization of work made in the passage as a whole.
B．It draws a conclusion concerning the effects of the mechanization of work which goes beyond the evidence presented in the passage as a whole.
C．It restates the point concerning technology made in the sentence immediately preceding it.
D．It qualifies the author's agreement with scholars who argue for a major revision in the assessment of the impact of mechanization on society.
Passage two 2016年6月英语六级卷一试题
What can be done about mass unemployment？ All the wise heads agree: there’re no quick or easy answers. There’s work to be done, but workers aren’t ready to do it—they’re in the wrong places, or they have the wrong skills, Our problems are “structural, ”and will take many years to solve.
But don’t bother asking for evidence that justifies this bleak view. There isn’t any. On the contrary, all the facts suggest that high unemployment in America is the result of inadequate demand. saying that there’re no easy answers sounds wise. But it’s actually foolish: our unemployment crisis could be cured very quickly if we had the intellectual clarity and political will to act. In other words, structural unemployment is a fake problem, which mainly serves as an excuse for not pursing real solutions.
The fact is job openings have plunged in every major sector, while the number of workers forced into part-time employment in almost all industries has soared. Unemployment has surged in every major occupational category. Only three states. With a combined population not much larger than that of Brooklyn, have unemployment rates below 5%. So the evidence contradicts the claim that we’re mainly suffering from structural unemployment. Why, then, has this claim become so popular？
Part of the answer is that this is what always happens during periods of high unemployment—in part because experts and analysts believe that declaring the problem deeply rooted, with no easy answers, makes them sound serious.
I’ve been looking at what self-proclaimed experts were saying about unemployment during the Great Depression; it was almost identical to what Very Serious People are saying now. Unemployment cannot be brought down rapidly, declared one 1935 analysis, because the workforce is“unadaptable and untrained. It cannot respond to the opportunities which industry may offer. ”A few years later, a large defense buildup finally provided a fiscal stimulus adequate to the economy’s needs—and suddenly industry was eager to employ those“unadaptable and untrained”workers.
But now, as then, powerful forces are ideologically opposed to the whole idea of government action on a sufficient scale to jump-start the economy. And that, fundamentally, is why claims that we face huge structural problems have been multiplying: they offer a reason to do nothing about the mass unemployment that is crippling out economy and our society.
So what you need to know is that there’s no evidence whatsoever to back these claims. We aren’t suffering from a shortage of needed skills, We’re suffering from a lack of policy resolve. As I said, structural unemployment isn’t a real problem, it’s an excuse—a reason not to act on America’s problems at a time when action is desperately needed.
51. What does the author think is the root cause of mass unemployment in America？
A)Corporate mismanagement.
B)Insufficient demand.
C)Technological advances.
D)Workers’ slow adaptation.
52. What does the author think of the experts’ claim concerning unemployment？
A)Self-evident.
B)Thought-provoking.
C)Irrational.
D)Groundless.
53. What does the author say helped bring down unemployment during the Great Depression？
A)The booming defense industry.
B)The wise heads’ benefit package.
C)Nationwide training of workers.
D)Thorough restructuring of industries.
54. What has caused claims of huge structural problems to multiply？
A)Powerful opposition to government’s stimulus efforts.
B)Very Serious People’s attempt to cripple the economy.
C)Evidence gathered from many sectors of the industries.
D)Economists’ failure to detect the problems in time.
55. What is the author’s purpose in writing the passage？
A)To testify to the experts’ analysis of America’s problems.
B)To offer a feasible solution to the structural unemployment.
C)To show the urgent need for the government to take action.
D)To alert American workers to the urgency for adaptation.
Questions 1 to 5 are based on the following passage.
Some of the world's most sign significant problems hit headlines. One example comes from agriculture. Food riots and hunger make news. But the trend lying behind these matters is rarely talked about. This is the decline in the growth in yields of some of the world's major crops. A new study by the University of Minnesota and McGill University in Montreal looks at where, and how far, this decline is occurring.
The authors take a vast number of data points for the four most important crops: rice, wheat, corn and soyabeans(大豆). They find that on between 24% and 39% of all harvested areas, the improvement in yields that took place before the 1980s slowed down in the 1990s and 2000s.
There are two worrying features of the slowdown. One is that it has been particularly sharp in the world's most populous(人口多的)countries, India and China. Their ability to feed themselves has been an important source of relative stability both within the countries and on world food markets. That self-sufficiency cannot be taken for granted if yields continue to slow down or reverse.
Second,yield growth has been lower in wheat and rice than in corn and soyabeans. This is problematic because wheat and rice are more important as foods, accounting for around half of all calories consumed. Corn and soyabeans are more important as feed grains. The authors note that "we have preferentially focused our crop improvement efforts on feeding animals and cars rather than on crops that feed people and are the basis of food security in much of the world."
The report qualifies the more optimistic findings of another new paper which suggests that the world will not have to dig up a lot more land for farming in order to feed 9 billion people in 2050, as the Food and Agriculture Organisation has argued.
Instead, it says, thanks to slowing population growth, land currently ploughed up for crops might be able to revert(回返)to forest or wilderness. This could happen. The trouble is that the forecast assumes continued improvements in yields, which may not actually happen.
1.What does the author try to draw attention to？
A.Food riots and hunger in the world.
B.The decline of the grain yield growth.
C.News headlines in the leading media.
D.The food supply in populous countries.
2.Why does the author mention India and China in particular？
A.Their self-sufficiency is vital to the stability of world food markets.
B.Their food yields have begun to decrease sharply in recent years.
C.Their big populations are causing worldwide concerns.
D.Their food self-sufficiency has been taken for granted.
3.What does the new study by the two universities say about recent crop improvement efforts？
A.They fail to produce the same remarkable results as before the 1980s.
B.They contribute a lot to the improvement of human food production.
C.They play a major role in guaranteeing the food security of the world.
D.they focus more on the increase of animal feed than human food grains.
4.What does the Food and Agriculture Organisation say about world food production in the coming decades？
A.The growing population will greatly increase the pressure on world food supplies.
B.The optimistic prediction about food production should be viewed with caution.
C.The slowdown of the growth in yields of major food crops will be reversed.
D.The world will be able to feed its population without increasing farmland.
5.How does the author view the argument of the Food and Agriculture Organisation？
A.It is built on the findings of a new study.
B.It is based on a doubtful assumption.
C.It is backed by strong evidence.
D.It is open to further discussion.
It could, of course, be argued that students are not competent to evaluate the academic quality of lectures. If anyone should evaluate lecturers, it should be their colleagues. However, I am not arguing that students should be asked to comment on the academic content of lectures, but to evaluate the effectiveness.
I suspect that many of the objections to student evaluation stem from the fear some lecturers have of being subject to criticism by their students. However, lecturers should see such evaluation as an opportunity to become aware of defects in their lecturing techniques and thus to become better lecturers. Such a system should benefit both students and lecturers as well as help department heads to assess the strengths and weaknesses of their teaching staff.
According to the author, all the students know that ______. ()
A．there are great differences among the lecturers as to their quality of teaching
B．quite a lot of teachers can produce the results students desire
C．they must be inspired to learn
D．it is too dull to attend lectures
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Net choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative implication.
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives.
But don't bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they're there to stay. Instead, the new habits we deliberately press into ourselves create parallel pathways that can bypass those old reads.
"The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of The Open Mind. "But we are taught instead to 'decide', just as our president calls himself 'the Decider'." She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."
All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960a discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.
In Wordsworth's view, "habits" is characterized by being ______.
A．casual
B．familiar
C．mechanical
D．changeable
