ARTICLE · 1164640
真正高效的背单词:在真题里遇见词汇②
真正高效的背单词:在真题里遇见词汇②四六级最稳、最省力的记词方法： 刷真题，从语境里记单词。 废话不多说，直接上真题📖 2025年6月六级第一套仔细阅读Passage OneNationally, one in six children misses 15 or more days of school in a year. Education officials have deplored all this missed instruction. 全国范围内，六分之一的孩子一年缺课15天及以上。教育官员对这些教学课时的流失深表痛惜。 These chronically absent students suffer academically because of all the classroom instruction they miss out on. In 2015, the U.S. Secretary of Education responded to this crisis, urging communities to support every student to attend every day and be successful in school. His open letter stated that missing 10% of school days in a year for any reason—excused or unexcused—is a primary cause of low academic achievement.这些长期缺课的学生学业受到影响，原因是错失了大量课堂教学内容。2015年，美国教育部长针对这一危机作出回应，呼吁社会各界保障每一名学生每日到校、学有所成。他在公开信中写道：无论何种原因，无论请假是否获批，学生一年缺课达到总课时的10%，是学业成绩低下的主要诱因。 Worrying about whether children attend school makes sense. After all, if students don’t show up, teachers can’t teach them. 关注学生出勤问题合情合理。毕竟，如果学生不来上课，老师也无从施教。 But what if America’s attendance crisis is about much more than students missing class? What if, instead, it is a reflection of family and community crises these students face—such as being ejected from the family apartment, fearing for their safety in their neighborhood or suffering an illness? 但倘若美国的出勤危机，远不止是学生旷课这么简单呢？倘若这一现象，实则折射出学生所面临的家庭与社会困境——比如被赶出租住公寓、担心社区人身安全，或是身患疾病，该如何看待？As social scientists we investigated how excused and unexcused absences relate tochildren’s academic achievement. 作为社会科学家，我们研究了获批请假与无故旷课和孩子学业成绩之间的关联。We find that absences excused by a parent do little to harm children’s learning. In fact, children with no unexcused absences—but 15 to 18 excused absences—have test scores equal to their peers who have no absences. 我们发现，经家长批准的请假，几乎不会对孩子的学习造成伤害。事实上，那些没有无故旷课、但有15‑18天获批请假记录的学生，考试分数和全勤的同龄人不相上下。Meanwhile, the average child with even just one unexcused absence does much worse academically than peers with none. 与此同时，只要有过一次无故旷课记录，学生的平均学业表现就会远差于从未旷课的同学。We believe unexcused absence is a strong signal of the many challenges children and families face, including economic and medical hardships. Unexcused absences can be a powerful signal of how those out-of-school challenges affect children’s academic progress. 我们认为，无故旷课强烈反映出学生及其家庭正面临重重困境，包括经济困难与病痛折磨。无故旷课可以有力体现，这些校外困境如何影响孩子的学业进展。Our evidence suggests unexcused absences are problematic, but for a different reason than people often think. Absence from school, and especially unexcused absence, matters mainly as a signal of many crises children and their families may be facing. It matters less as a cause of lower student achievement due to missed instruction. 我们的研究表明，无故旷课确实是棘手问题，但背后原因和大众普遍认知并不相同。缺课，尤其是无故旷课，主要是孩子和家庭正在遭遇各类危机的信号；而因为落下课程从而导致成绩下滑，这一影响反倒居于次要地位。How we choose to think of school absences matters for educational policy. School attendance policies typically hold schools and families accountable for the days children miss, regardless of whether they were excused or unexcused absences. 我们如何看待学生缺课，会直接影响教育政策的制定。现行的出勤政策，无论学生缺课是否经过批准，都会让学校和家庭为学生的缺勤天数承担责任。These policies assume that missing school for any reason harms children academically because they are missing classroom instruction. They also assume that schools will be able to effectively intervene by reducing student absences. We find neither to be the case. 这些政策的设想是：无论什么缘由，缺课都会损害学生学业，因为学生会错过课堂授课。政策还假定，学校可以通过有效干预，减少学生缺课现象。而我们发现这两种设想均不成立。As a result, these attendance policies end up disproportionately punishing families dealing with out-of-school crises in their lives and pressuring schools who serve them to get students to school more often. 结果就是，这类出勤政策最终会过度惩罚那些正深陷校外困境的家庭，同时向接收这类学生的学校施压，逼迫学校想方设法让学生更多到校上课。We instead suggest using unexcused absences from school as a signal to channel resources to the children and families who need them most. 相反，我们建议：把无故旷课当作预警信号，向最需要帮扶的孩子与家庭调配资源。46. What does the U.S. Secretary of Education say in his open letter?A) It is of vital importance to respond promptly to the school absence crisis.B) The academic performance of chronically absent students is deplorable.C) Low academic achievement is mainly attributed to school absences.D) The effect of school absences on American education is worrisome. 47. What do the authors find about school absences?A) Excused school absences have little impact on children’s learning.B) There is little difference between unexcused and excused absences.C) Excused absences lead to comparatively better school performance.D) Unexcused absences are a big challenge to both schools and families. 48. What do the authors believe concerning unexcused school absences?A) They are likely to cause a decrease in students' academic achievements due to missed instruction.B) They point directly to many of the out-of-school challenges confronting children and their families.C) They are matters the American government typically ignores when formulating educational policies.D) They give a clear signal to children and their families of the crises they are likely to face in the future. 49. What is the assumption underlying education policies in the U.S.?A) Children’s academic performance depends on reducing the number of absences.B) Schools can boost children’s academic performance by effective intervention.C) Schools as well as families should be held responsible for out-of-school crises.D) Children’s academic performance is closely related to the quality of instruction. 50. What do the authors suggest doing regarding school absences?A) Identifying their underlying causes.C) Directing resources to helping needy children.B) Reframing school attendance policies.D) Pressuring schools to reduce unexcused ones. 词汇摘抄 1. nationally /ˈnæʃnəli/ adv. 全国范围内2. chronically /ˈkrɒnɪkli/ adv. 长期地 chronically absent 长期缺勤的3. deplore /dɪˈplɔː(r)/ v. 痛惜；谴责4. instruction /ɪnˈstrʌkʃn/ n. 课堂授课，教学；指导 5. miss out on 错失（机会、课程）6. crisis /ˈkraɪsɪs/ n. 危机 复数 crises /ˈkraɪsiːz/7. urge /ɜːdʒ/ v. 呼吁；极力敦促8. primary /ˈpraɪməri/ adj. 主要的9. excused /ɪkˈskjuːzd/ adj. 获批请假的10. unexcused /ˌʌnɪkˈskjuːzd/ adj. 未经批准的，无故的excused / unexcused absences 获批请假 /无故旷课11. academic /ˌækəˈdemɪk/ adj. 学业的，学术的 academic achievement 学业成绩12. show up 到场，露面13. reflection /rɪˈflekʃn/ n. 反映；体现 be a reflection of… 是……的反映14. eject /ɪˈdʒekt/ v. 驱逐，赶出 be ejected from 被从……赶出15. apartment /əˈpɑːtmənt/ n. 公寓套房16. investigate /ɪnˈvestɪɡeɪt/ v. 调查，研究17. relate to 与……相关18. peer /pɪə(r)/ n. 同龄人，同辈19. equal to 与……相等，不相上下20. meanwhile /ˈmiːnˈwaɪl/ adv. 与此同时21. hardship /ˈhɑːdʃɪp/ n. 困境，苦难 economic and medical hardships 经济与医疗困境22. progress /ˈprəʊɡres/ n. 进展，进步23. signal /ˈsɪɡnəl/ n. 信号 v. 预示，表明24. policy /ˈpɒləsi/ n. 政策25. accountable /əˈkaʊntəbl/adj. 负有责任的，应作出解释的 hold sb accountable for 使某人为……承担责任26. regardless of 不管，不论27. assume /əˈsjuːm/ v. 假定，设想；认为28. intervene /ˌɪntəˈviːn/ v. 干预，介入 intervention /ˌɪntəˈvenʃn/ n. 干预29. neither /ˈnaɪðə(r)/ pron. 两者都不30. disproportionately /ˌdɪsprəˈpɔːʃənətli/ adv. 不成比例地，过度地31. punish /ˈpʌnɪʃ/ v. 惩罚32. channel /ˈtʃænl/ v. 调配（资源） n.渠道33. needy /ˈniːdi/ adj. 贫困的，有需求的34. vital /ˈvaɪtl/ adj. 至关重要的35. promptly /ˈprɒmptli/ adv. 迅速地，及时地36. chronically /ˈkrɒnɪkli/ adv. 长期地37. deplorable /dɪˈplɔːrəbl/ adj. 可悲的，糟糕的38. attribute /əˈtrɪbjuːt/ v. 把…归因于 be attributed to 归因于39. boost /buːst/ v. 促进，提升40. underlying /ˌʌndəˈlaɪɪŋ/ adj. 潜在的，根本的 assumption underlying… …背后的设想41. confront /kənˈfrʌnt/ v. 使面临，遭遇42. formulate /ˈfɔːmjuleɪt/ v. 制定（政策）43. identify /aɪˈdentɪfaɪ/ v. 识别，找出44. underlying cause 根本原因45. reframe /ˌriːˈfreɪm/ v. 重新修订，重新解读46. pressure /ˈpreʃə(r)/ v. 对…施加压力 n.压力