2017年6月大学英语六级真题第三套-完整版
2017年大学英语六级三套真题+答案解析
2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. Afteryou hear a question, you must choose the best answer from the four choices marked A), B), C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line throughthe centre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through thecentre.Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.Part III Reading Comprehension (40 minutes) Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage.Let’s all stop judging people who talk to themselves. New research says that those who can’t seem tokeep their inner monologues( 独白) in are actually more likely to stay on task, remain 26 better and show improved perception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to 27 mental pictures helps people function quicker.In one experiment, they showed pictures of various objects to twenty 28 and asked them to find just one of those, a banana. Half were 29 to repeat out loud what they were looking for and the other half kept their lips 30 . Those who talked to themselves found the banana slightly faster than those whodidn’t，the researchers say. In other experiments, Lupyan and Swignley found that 31 the name of acommon product when on t he hunt for it helped quicken someone’s pace, but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn, although doing so when you’ve 32 matured is not a great sign of 33 . The two professors hope to refute that idea, 34 that just as when kids walk themselves through a process, adults can benefit from using language not just to communicate, but also to help “augment thinking”.Of course, you are still encouraged to keep the talking at library tones and, whatever you do, keep the information you share simple, like a grocery list. At any 35 , there’s still such a thing as too much information.Section BDirections: In this section, 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 fromwhich the information is derived. You may choose a paragraph more than once.Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter on Answer Sheet 2.Rich Children and Poor Ones Are Raised Very Differently[A]The lives of children from rich and poor American families look more different than ever before.[B]Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend a lotof time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families, meanwhile, children tend to spend their time at home or with extended family. They are more likely to grow up in neighborhoods that their parents say aren’t great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law.[D]The class differences in child rearing are growing — a symptom of widening inequality withfar-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow up learning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean Reardon, professor of poverty and inequality in education at Stanford University. “And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.” The cycle continues: Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.[F]American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no best parenting style or philosophy, researchers say, and across income groups, 92% of parents say they are doing a good job at raising their children. Yet they are doing it quite differently. Middle-class and higher- income parents see their children as projects in need of careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision and organized activities, and teach children to question authority figures and navigate elite i nstitutions.[G]Working-class parents, meanwhile, believe their children will naturally thrive, and give them far greater independence and time for free play. They are taught to be compliant and respectful to adults. There are benefits to both approaches. Working-class children are happier, more independent, complain less and are closer with family members, Ms. Lareau found. Higher-income children are more likely to declare boredom and expect their parents to solve their problems. Yet later on, the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle. Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said.[H]“Do all parents want the most success for their children? Absolutely,” she said. “Do some strategies give children more advantages than others in institutions? Probably they do. Will parents be damaging children if they have one fewer organized activity? No, I really doubt i t.”[I]Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricular activities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of 1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organized sports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have taken arts classes.[J]Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income, less- educated parents. Nonetheless, 20% of well-off parents say their children’s schedules are too hectic, compared with 8% of poorer parents.[K]Another example is reading aloud, which studies have shown gives children bigger vocabularies and better reading comprehension in school. 71% of parents with a college degree say they do it every day, compared with 33% of those with a high school diploma or less. White parents are more likely than others to read to their children daily, as are married parents. Most affluent parents enroll their children in preschool or day care, while low-income parents are more likely to depend on family members. Discipline techniques vary by education level: 8% of those with a postgraduate degree say they often beat their children, compared with 22% of those with a high school degree or less.[L]The survey also probed attitudes and anxieties. Interestingly, parents’ attitudes toward education do not seem to reflect their own educational background as much as a belief in the importance of education for upward mobility. Most American parents say they are not concerned about their children’s grades as long as they work hard. But 50% of poor parents say it is extremely important to them that their children earn a college degree, compared with 39% of wealthier parents.[M]Less-educated parents, and poorer and black and Latino parents are more likely to believe that there is no such thing as too much involvement in a child’s education. Parents who are white, wealthy or college- educated say too much involvement can be bad. Parental anxieties reflect their circumstances. High- earning parents are much more likely to say they live in a good neighborhood for raising children. While bullying is parents’ greatest concern over all, nearly half of low-income parents worry their child will get shot, compared with one-fifth of high-income parents. They are more worried about their children being depressed or anxious.[N]In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell right between working-class and high-earning parents on issues like the quality of their neighborhood for raising children, participation in extracurricular activities and involvement in their children’ s education.[O]Children were not always raised so differently. The achievement gap between children from high- and low-income families is 30-40% larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardon’ s research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children live in single-parent households — a historic high, according to Pew 一and these children are three times as likely to live in poverty as those who live with married parents. Meanwhile, growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class w age.[P]Yet there are recent signs that the gap could be starting to shrink. In the past decade, even as income inequality has grown, some of the socioeconomic differences in parenting, like reading to children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, including public preschool programs and reading initiatives. Addressing differences in the earliest years, it seems, could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents, whether rich or poor, have similar expectations of their children despite different ways of parenting.38.While rich parents are more concerned with their children’s psychological well-being, poor parents are more worried about their children’s safety.39.The increasing differences in child rearing between rich and poor families reflect growing social inequality.40.Parenting approaches of working-class and affluent families both have a dvantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.43.Ms. Lareau doesn’t believe participating in fewer after-class activities will negatively affect children’s development.44.Wealthy parents are concerned about their children’s mental health and busy schedules.45.Some socioeconomic differences in child rearing have shrunk in the p ast ten years.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Youshould decide on the best choice and mark the corresponding letter on Answer Sheet 2with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee’s technical and community colleges will not outsource(外包) management of their facilities to a private company, a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday to college presidents in the Tennessee Board of Regents system, outgoing Chancellor John Morgan said an internal analysis showed that each campus’ spending on facilities management fell well below the industry standards identified by the state. Morgan said those findings —which included data from the system’s 13 community colleges, 27 technical colleges and six universities —were part of the decision not to move forward with Governor Bill Haslam’s proposal to privatize management of state buildings in an effort to save money.“While these numbers are still being validated by the state, we feel any adjustments they might suggest will be immaterial,” Morgan wrote to the presidents. “System institutions are operating very efficiently based on this analysis, raising the question of the value of pursuing a broad scale outsourcing initiative.”Worker’s advocates have criticized Haslam’s plan, saying it would mean some campus workers would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the out souring plan, which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week. That letter, which includes several concerns Morgan has with the plan, was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state’s Office of Customer Focused Government, which is examining the possibility of outsourcing, spokeswoman Michelle R. Martin said officials were still working to analyze the data from the Board of Regents. Data on management expenses at the college system and in other state departments will be part of a “business justification” the state will use as offici als deliberate the specifics of an outsourcing plan.“The state’s facilities management project team is still in the process of developing its business justification and expects to have that completed and available to the public at the end of February,” Martin said. “At this time there is nothing to take action on since the analysis has yet to be completed.”Morgan’s comments on outsourcing mark the second time this month that he has come out against one of Haslam’s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor’s proposal to split off six universities of the Board of Regents system and create separate governing boards for each of them. In his resignation letter, Morgan called the reorganization “unworkable”.46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their fa culty’s demands.D )It will improve their financial situation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campus management.B)Facilities management by colleges is more c ost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise foil control over their own financial a ffairs.48.Workers’ supporters argue that Bill Haslam’s proposal would .A)deprive colleges of the right to manage their facilitiesB)make workers less motivated in performing dutiesC)render a number of campus workers joblessD)lead to the privatization of campus facilities49.What do we learn from the state spokeswoman’s response to John Morgan’s d ecision?A)The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about the outsourcing plan.D)The college spending analysis justifies the outsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee state government.B)He disagreed with the governor on higher education policies.C)He thought the state’s outsourcing proposal was simply unworkable.D)He opposed the governor’s plan to reconstruct the college board system.Passage TwoQuestions 51 to 55 are based on the following passage.Beginning in the late sixteenth century, it became fashionable for young aristocrats to visit Paris,Venice, Florence, and above all, Rome, as the culmination(终极) of their classical education. Thus wasborn the idea of the Grand Tour, a practice which introduced Englishmen, Germans, Scandinavians, and also Americans to the art and culture of France and Italy for the next 300 years. Travel was arduous and costly throughout the period, possible only for a privileged class—the same that produced gentlemen scientists, authors, antique experts, and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as well as some leisure time, some means, and some interest in art. The German traveler Johann Winckelmann pioneered the field of art history with his comprehensive study of Greek and Roman sculpture; he was portrayed by his friend Anton Raphael Mengs at the beginning of his long residence in Rome. Most Grand Tourists, however, stayed for briefer periods and set out with less scholarly intentions, accompanied by a teacher or guardian, and expected to return home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure to great masterpieces.London was a frequent starting point for Grand Tourists, and Paris a compulsory destination; many traveled to the Netherlands, some to Switzerland and Germany, and a very few adventurers to Spain, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompsonspoke for many Grand Tourists when in 1744 he described himself as “being impatiently desirous of viewing a country so famous in history, a country which once gave laws to the world, and which is at present the greatest school of music and painting, contains the noblest productions of sculpture and architecture, and is filled with cabinets of rarities, and collections of all kinds of historical relics”. Within Italy, the great focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist. Panini’s Ancient Rome and Modem Rome represent the sights most prized, including celebrated Greco-Roman statues and views of famous ruins, fountains, and churches. Since there were few museums anywhere in Europe before the close of the eighteenth century, Grand Tourists often saw paintings and sculptures by gaining admission to private collections, and many were eager to acquire examples of Greco-Roman and Italian art for their own collections. In England, where architecture was increasingly seen as an aristocratic pursuit, noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative ( 唤起回忆的) ruins of Rome to their own country houses andgardens.51.What is said about the Grand Tour?A)It was fashionable among young people of the time.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of college education.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature and interested in art.D)They had enough travel and outdoor-life experience.53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world’s greatest masterpieces.B)They got a better understanding of early human civilization.C)They developed an interest in the origin of modem art forms.D)They gained some knowledge of classical art and architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to take back home.B)Europe hardly had any museums before the 19th century.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England?A)There appeared more and more Roman-style buildings.B)Many aristocrats began to move into Roman-style villas.C)Aristocrats，country houses all had Roman-style gardens.D) Italian architects were hired to design houses and gardens.Part IV Translation (30 minutes) Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese intoEnglish. You should write your answer on Answer Sheet 2.唐朝始于618 年，终于907 年，是中国历史上最灿烂的时期。
2017年6月大学英语六级考试真题答案(第三套).doc
【作文】题目：Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.参考范文：With the flourish of education industry, modern students are faced with more alternatives to continue their further education. Both attending a vocational college or a university serves as two main options for the high school graduates. In terms of which to choose and what to be taken into consideration, I shall advise as follows:Primarily, self-orientation matters the most when it comes to a issue like this. Obviously, the main task of vocational college is cultivating human resource with practical capability. Instead, university serves as the cradle of academic researchers in different areas. Therefore, being aware of your self-expectation with a clear future blueprint lays a foundation for this important decision.Apart from what has been mentioned above, personal interest also plays a key role in it. For both passion and motivation are derived from interest, which not only decide how far you can reach academically and professionally but also how happy and fulfilled you will be .To sum up, a clear recognition of self orientation and personal interest will decide whether you will tick the box of vocational college or university. Only in this way can we get the most out of the further education.译文：随着教育产业的蓬勃发展，现在的学生们与过去相比，面对更多高等教育的不同选择。
2017年6月英语六级考试真题试卷附答案(完整版 第3套)
2017年6月英语六级考试真题试卷附答案(完整版第3套)Part I Writing (30 minutes)Directions: Suppose you are asked to give adviceon whether to attend college at home or abroad, writ e an essay to state your opinion. You arerequired to write at least 150 words but no more than 200 w ords.________________________________________________________________________________________________________________________________________________________________________________________________________________________PartⅠWritingWhether to Attend College at Home or Abroad?Currently, with studying abroad gains mounting popularity among people, there is a heated debate a bout whether to attend college at homeor abroad. Opinions on this topic vary from person to person. Some see more benefits instudying at home while others claim that studying abroad is a more ideal c hoice as it's more challenging.Personally, I am a strong favorer of the latter view. Listed below are the reasons for my advice. First o f all, attending college abroad provides an opportunity to broaden one's experience andmind. You c an acquire cross-cultural experiences and gain new perspectives on your chosenfield of study. In add ition, studying abroad helps you to polish your social skills; you canmake friends with different peop le with different background. Thirdly, overseas studying is conducive to the formation of an indepen dent, autonomous and tenacious personality, which will ultimately benefit the achievement of our life goals.Just as an old saying goes:"It is better to travel thousand miles than to read ten thousandbooks." Then studying abroad can not only enable us to reap in our books, but also in our trips. And this is why attending college abroad is a preferable selection for me.Part Ⅱ Listening Comprehension说明：2017年6月大学英语六级真题全国共考了两套听力。
2017年6月英语六级考试真题答案(第3套)
2017年6月六级第三套真题参考答案(完整版)Part Ⅰ WritingWhether to Attend College at Home or Abroad?Currently, with studying abroad gains mounting popularity among people, there is a heated debate about whether to attend college at home or abroad. Opinions on this topic vary from person to person. Some see more benefits in studying at home while others claim that studying abroad is a more ideal choice as it's more challenging.Personally, I am a strong favorer of the latter view. Listed below are the reasons for my advice. First of all, attending college abroad provides an opportunity to broaden one's experience and mind. You can acquire cross-cultural experiences and gain new perspectives on your chosen field of study. In addition, studying abroad helps you to polish your social skills; you can make friends with different people with different background. Thirdly, overseas studying is conducive to the formation of an independent, autonomous and tenacious personality, which will ultimately benefit the achievement of our life goals.Just as an old saying goes: "It is better to travel thousand miles than to read ten thousand books." Then studying abroad can not only enable us to reap in our books, but also in our trips. And this is why attending college abroad is a preferable selection for me.Part Ⅱ Listening Comprehension说明：2017年6月大学英语六级真题全国共考了两套听力。
(完整版)打印版2017年6月大学英语六级真题+答案解析-全三套
2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After youhear a question, you must choose the best answer from the four choices marked A), B), C) andD). Then mark the corresponding letter on Answer Sheet 1 with a single line through thecentre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear aquestion, you must choose the best answer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B) Their income is less than 50% of the national average family income.C) They work extra hours to have their basic needs met.D) Their children cannot afford to go to private schools.Part III Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for eachblank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more than once.Questions 26 to 35 are based on the following passage.Let ’s all stop judging people who talk to themselves. New research says that those who can ’t seem to keep their inner monologues( 独 白 ) in are actually more likely to stay on task, remain 26 better and show improved perception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to 27 mental pictures helps people function quicker. In one experiment, they showed pictures of various objects to twenty 28 and asked them to find just one of those, a banana. Half were 29 to repeat out loud what they were looking for and the other half kept their lips 30 . Those who talked to themselves found the banana slightly faster than those who didn ’t ，the researchers say. In other experiments, Lupyan and Swignley found that 31 the name of a commonproduct when on t he hunt for it helped quicken someone’s pace, but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn, although doing so when you’ve 32 matured is not a great sign of 33 . The two professors hope to refute that idea, 34 that just as when kids walk themselves through a process, adults can benefit from using language not just to communicate, but also to help “augment thinking”.Of course, you are still encouraged to keep the talking at library tones and, whatever you do, keep the information you share simple, like a grocery list. At any 35 , there’s still such a thing as too muchinformation.Section BDirections: In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraph fromwhich the information is derived. You may choose a paragraph more than once.Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter on Answer Sheet 2.Rich Children and Poor Ones Are Raised Very Differently[A] The lives of children from rich and poor American families look more different than ever before.[B] Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school A) Apparently B) Arrogance C) Brilliance D) Claiming E) Dedicated F) Focused G) Incur H) InstructedI) ObscurelyJ) SealedK) spectatorsL) TriggerM) UtteringN) VolumeO) Volunteersprograms, according to a new Pew Research Center survey. There are usually two parents, who spend a lotof time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families, meanwhile, children tend to spend their time at home or with extended family. They are more likely to grow up in neighborhoods that their parents say aren’t great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law.[D]The class differences in child rearing are growing — a symptom of widening inequality withfar-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow up learning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean Reardon, professor of poverty and inequality in education at Stanford University. “And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.” The cycle continues: Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.[F]American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no best parenting style or philosophy, researchers say, and across income groups, 92% of parents say they are doing a good job at raising their children. Yet they are doing it quite differently. Middle-class and higher- income parents see their children as projects in need of careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision and organized activities, and teach children to question authority figures and navigate elite i nstitutions.[G]Working-class parents, meanwhile, believe their children will naturally thrive, and give them far greater independence and time for free play. They are taught to be compliant and respectful to adults. There are benefits to both approaches. Working-class children are happier, more independent, complain less andare closer with family members, Ms. Lareau found. Higher-income children are more likely to declare boredom and expect their parents to solve their problems. Yet later on, the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle. Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said.[H]“Do all parents want the most success for their children? Absolutely,” she said. “Do some strategies give children more advantages than others in institutions? Probably they do. Will parents be damaging children if they have one fewer organized activity? No, I really doubt i t.”[I]Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricular activities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of 1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organized sports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have taken arts classes.[J]Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income,less- educated parents. Nonetheless, 20% of well-off parents say their children’s schedules are too hectic, compared with 8% of poorer parents.[K]Another example is reading aloud, which studies have shown gives children bigger vocabulariesand better reading comprehension in school. 71% of parents with a college degree say they do it every day, compared with 33% of those with a high school diploma or less. White parents are more likely than othersto read to their children daily, as are married parents. Most affluent parents enroll their children in preschoolor day care, while low-income parents are more likely to depend on family members. Discipline techniques vary by education level: 8% of those with a postgraduate degree say they often beat their children, compared with 22% of those with a high school degree or less.[L]The survey also probed attitudes and anxieties. Interestingly, parents’ attitudes toward education d o not seem to reflect their own educational background as much as a belief in the importance of education for upward mobility. Most American parents say they are not concerned about their children’s grades as long as they work hard. But 50% of poor parents say it is extremely important to them that their children earn a college degree, compared with 39% of wealthier parents.[M]Less-educated parents, and poorer and black and Latino parents are more likely to believe thatthere is no such thing as too much involvement in a child’s education. Parents who are white, wealthy or college- educated say too much involvement can be bad. Parental anxieties reflect their circumstances.High- earning parents are much more likely to say they live in a good neighborhood for raising children. While bullying is parents’ greatest concern over all, nearly half of low-income parents worry their childwill get shot, compared with one-fifth of high-income parents. They are more worried about their children being depressed or anxious.[N]In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell right between working-class and high-earning parents on issues like the quality of their neighborhood for raising children, participation in extracurricular activities and involvement in their children’ s education.[O]Children were not always raised so differently. The achievement gap between children from high- and low-income families is 30-40% larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardon’ s research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children live in single-parent households — a historic high, according to Pew 一and these children are three times as likely to live in poverty as those who live with married parents. Meanwhile, growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class w age.[P]Yet there are recent signs that the gap could be starting to shrink. In the past decade, even asincome inequality has grown, some of the socioeconomic differences in parenting, like reading to children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, including public preschool programs and reading initiatives. Addressing differences in the earliest years, it seems, could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents, whether rich or poor, have similar expectations of their children despitedifferent ways of parenting.38.While rich parents are more concerned with their children’s psychological well-being, poor parents are more worried about their children’s safety.39.The increasing differences in child rearing between rich and poor families reflect growing social inequality.40.Parenting approaches of working-class and affluent families both have a dvantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.43.Ms. Lareau doesn’t believe participating in fewer after-class activities will negatively affect children’s development.44.Wealthy parents are concerned about their children’s mental health and busy schedules.45.Some socioeconomic differences in child rearing have shrunk in the p ast ten years.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decideon the best choice and mark the corresponding letter on Answer Sheet 2 with a single linethrough the centre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee’s technical and community colleges will not outsource(外包) management of their facilities to a private company, a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday to college presidents in the Tennessee Board of Regents system, outgoing Chancellor John Morgan said an internal analysis showed that each campus’ spending on facilities management fell well below the industry standards identified by the state. Morgan said those findings —which included data from the system’s 13 community colleges, 27 technical colleges and six universities —were part of the decision not to move forward with Governor Bill Haslam’s proposal to privatize management of state buildings in an effort to save money.“While these numbers are still being validated by the state, we feel any adjustments they might suggest will be immaterial,” Morgan wrote to the presidents. “System institutions are operating very efficiently based on this analysis, raising the question of the value of pursuing a broad scale outsourcing initiative.”Worker’s advocates have criticized Haslam’s plan, saying it would mean some campus workers would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the out souring plan,which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week. That letter, which includes several concerns Morgan has with the plan, was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state’s Office of Customer Focused Government, which is examining the possibility of outsourcing, spokeswoman Michelle R. Martin said officials were still working to analyze the data from the Board of Regents. Data on management expenses at the college system and in other state departments will be part of a “business justification” the state will use as officials deliberate the specifics of an outsourcing plan.“The state’s facilities man agement project team is still in the process of developing its business justification and expects to have that completed and available to the public at the end of February,” Martin said. “At this time there is nothing to take action on since the analysis has yet to be completed.”Morgan’s comments on outsourcing mark the second time this month that he has come out against one of Haslam’s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor’s proposal to split off six universities of the Board of Regents system and create separate governing boards for each of them. In his resignation letter, Morgan called the reorganization “unworkable”.46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their faculty’s demands.D )It will improve their financial situation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campus management.B)Facilities management by colleges is more c ost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise foil control over their own financial a ffairs.48.Workers’ supporters argue that Bill Haslam’s proposal would .A)deprive colleges of the right to manage their facilitiesB)make workers less motivated in performing dutiesC)render a number of campus workers joblessD)lead to the privatization of campus facilities49.What d o we learn from the state spokeswoman’s response to John Morgan’s d ecision?A)The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about the outsourcing plan.D)The college spending analysis justifies the outsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee state government.B)He disagreed with the governor on higher education policies.C)He thought the state’s outsourcing proposal was simply unworkable.D)He opposed the governor’s plan to reconstruct the college board system.Passage TwoQuestions 51 to 55 are based on the following passage.Beginning in the late sixteenth century, it became fashionable for young aristocrats to visit Paris, Venice, Florence, and above all, Rome, as the culmination(终极) of their classical education. Thus was born the idea of the Grand Tour, a practice which introduced Englishmen, Germans, Scandinavians, and also Americans to the art and culture of France and Italy for the next 300 years. Travel was arduous and costly throughout the period, possible only for a privileged class—the same that produced gentlemen scientists, authors, antique experts, and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as well as some leisure time, some means, and some interest in art. The German traveler Johann Winckelmann pioneered the field of art history with his comprehensive study of Greek and Roman sculpture; he was portrayed by his friend Anton Raphael Mengs at the beginning of his long residence in Rome. Most Grand Tourists, however, stayed for briefer periods and set out with less scholarly intentions, accompaniedunderstanding of art and architecture formed by exposure to great masterpieces.London was a frequent starting point for Grand Tourists, and Paris a compulsory destination; many traveled to the Netherlands, some to Switzerland and Germany, and a very few adventurers to Spain, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompsonspoke for many Grand Tourists when in 1744 he described himself as “being impa tiently desirous of viewing a country so famous in history, a country which once gave laws to the world, and which is at present the greatest school of music and painting, contains the noblest productions of sculpture and architecture, and is filled with c abinets of rarities, and collections of all kinds of historical relics”. Within Italy, the great focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist. Panini’s Ancient Rome and Modem Rome represent the sights most prized, including celebrated Greco-Roman statues and views of famous ruins, fountains, and churches. Since there were few museums anywhere in Europe before the close of the eighteenth century, Grand Tourists often saw paintings and sculptures by gaining admission to private collections, and many were eager to acquire examples of Greco-Roman and Italian art for their own collections. In England, where architecture was increasingly seen as an aristocratic pursuit, noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative ( 唤起回忆的) ruins of Rome to their own country houses and gardens.51.What is said about the Grand Tour?A)It was fashionable among young people of the time.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of college education.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature and interested in art.D)They had enough travel and outdoor-life experience.53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world’s greatest masterpieces.B)They got a better understanding of early human civilization.C)They developed an interest in the origin of modem art forms.D)They gained some knowledge of classical art and architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to take back home.B)Europe hardly had any museums before the 19th century.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England?A)There appeared more and more Roman-style buildings.B)Many aristocrats began to move into Roman-style villas.C)Aristocrats，country houses all had Roman-style gardens.D) Italian architects were hired to design houses and gardens.Part IV Translation (30 minutes)Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.唐朝始于618 年，终于907 年，是中国历史上最灿烂的时期。
2017年6月大学英语六级考试真题及答案解析（全三套）
2017年6月大学英语六级考试真题及答案解析（全三套）2017年6月大学英语六级考试真题及答案解析（第一套）Part I Writing (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.【参考范文】Whether to Attend a Vocational College or a University?It’s an undisputable truth that virtually all high school graduates will encounter the choices between a vocational college and a university. And when it comes to this questi on, students’ ideas are not cut from the same cloth. In point of which to choose and what to be taken into consideration, my advices are as follow.In the first place, we should be conscious of the fact that both of the two choices have its own superiorities. For instance, a vocational college specializes in cultivating human resources with practical capabilities; while a university serves as the cradle of academic researchers in different fields. Then it does follow that high school graduates should have a clear picture of themselves. That is to say, they should know their merits and demerits and their choices must give play to their strengths whilst circumvent weaknesses. In addition, interest is the best teacher and it’s also the premise of learning on on e’s own initiative. Thus interest must be taken into account because it can not only decide how far one can reach academically and professionally but also how happy and fulfilled one will be.In brief, all above just goes to show that there really is noone-size-fits-all answer for the question. The key lies in a clear cognition, accurate self-positioning and the interest of oneself. Only then can every one find a right path that works best for us.Part II Listening Comprehension (30 minutes)Section ADirections: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Questions 1 to 4 are based on the conversation you have just heard.1. A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.【答案】A【解析】题目问如果男士在二手书店中发现了自己写的书，那么男士会感觉怎样。
2017年6月六级考试题目答案第三套
2017年6月大学英语六级考试真题(第3套)PartⅠWriting(30minutes)Directions:Directions:Suppose you are asked to give advice on whether to majo r in science or humanitiesat college,write an essay to state your opinion.You are required to write at least 150words but no more than200words.PartⅡListening Comprehension(30minutes)说明：2017年6月大学英语六级真题全国共考了两套听力。
本套（即第三套）的听力材料与第一套完全一样，只是选项的顺序不同而已，故本套不再重复给出。
Part III Reading Comprehension(40minutes)Section ADirections:In this section,there is a passage with ten blanks.You are required to select one word foreach blank from a list of choices given in a word bank following the passage.Rea d the passage through carefully before making your choices.Each choice in the bank i s identified by a letter.Please mark the corresponding letter for each item on Answer Sheet2with a single line through the centre.You may not use any of the words in th e bank more than once.Questions26to35are based on the following passage.Half of your brain stays alert and prepared for danger when you sleep in a new p lace,a study has revealed.This phenomenon is often26to as the“first-night-eff ect”.Researchers from Brown University found that a network in the left hemispher e of the brain“remained more active”than thenetwork in the right side of the brain.Playing sounds into the right ears(stimula ting the left hemisphere)of27was more likely to wake them up than if the noise s were played into their left ear.It was28observed that the left side of the brain was more active during deep sl eep.When the researchers repeated the laboratory experiment on the second and third nights they found the lefthemisphere could not be stimulated in the same way during deep sleep.The res earchers explained that the study demonstrated when we are in a29environment th e brain partly remains alert so that humans can defend themselves against any30 danger.The researchers believe this is the first time that the“first-night-effect”of diff erent brain states has been31in humans.It isn‟t,however,the first time it has ever been seen.Some animal32also display this p henomenon.For example,dolphins,as well as other33animals,shut down onehemisphere of the brain when they go to sleep.A previous study noted that dol phins always34control their breathing.Without keeping the brain active while slee ping,they would probably drown.But,as the human study suggest,another reason f or dolphins keeping their eyes open during sleep is that they can look out for35 while asleep.It also keeps their physiological processes working.A)classified B)consciously C)dramatically D)exotic E)identified F)inherent G) marine H)novelI)potential J)predators K)referred L)species M)specifically N)varieties O)volu nteersSection BDirections:In this section,you are going to read a passage with ten statements a ttached to it.Eachstatement contains information given in one of the paragraphs.Identify the para graph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the c orresponding letter on Answer Sheet2.Elite Math Competitions Struggle to Diversify Their Talent Pool[A]Interest in elite high school math competitions has grown in recent years,an d in light of last summer‟s U.S.win at the International Math Olympiad(IMO)---the first for an American team in more than two decades—the trend is likely to continue.[B]But will such contests,which are overwhelmingly dominated by Asian and w hite students from middle-class and affluent families,become any more diverse?Ma ny social and cultural factors play roles in determining which promising students get on the path toward international math recognition.But efforts are in place to expose more black,Hispanic,and low-income students to advanced math,in the hope that t he demographic pool of high-level contenders will eventually begin to shift and become less exclusive.[C]“The challenge is if certain types of people are doing somethi ng,it‟s difficult for other people to break into it,”said Po-Shen Loh,the head coach of last year‟s winning U.S.Math Olympiad team.Participation grows through friends and networks and if“you realize that‟s how they‟re growing,you can start to take action”and bring in other students,he said.[D]Most of the training for advanced-math competitions happens outside the c onfines of the normal school day.Students attend after-school clubs,summer camps, online forums and classes,and university-based“math circles”,to prepare for the competitions.[E]One of the largest feeders for high school math competitions—including those that eventually lead to the IMO—is a middle school program called Math Counts.About100,000students around the c ountry participate in the program‟s competition series,which culminates in a national game-show-style contest held ea ch May.The most recent one took place last week in Washington,D.C.Students join a team through their schools,which provide a volunteer coach and pay a nominal fee t o send students to regional and state competitions.The224students who make it to the national competition get an all-expenses- paid trip.[F]Nearly all members of last year‟s winning U.S.IMO team took part in Math Counts as middle school students,as did L oh,the coach.“Middle school is an important age because students have enough m ath capability to solve advanced problems,but they haven‟t really decided what they want to do with their lives,”said Loh.“They often get h ooked then.”[G]Another influential feeder for advanced-math students is an online school called Art of Problem Solving,which began about13years ago and now has15,000users.S tudents use forums to chat,play games,and solve problems together at no cost,or t hey can pay a few hundred dollars to take courses with trained teachers.According t o Richard Rusczyk,the company founder,the six U.S.team members who competed at the IMO last year collectively took more than40courses on the site.Parents of ad vanced- math students and Math Counts coaches say the children are on the website constantly.[H]There are also dozens of summer camps—many attached to universities—that aim to prepare elite math students.Some are pricey---a three-week intensive pr ogram can cost$4,500or more—but most offer scholarships.The Math Olympiad Summer Training Program is a three-week math camp held by the Mathematical Association of America that leads straigh t to the international championship and is free for those who make it.Only about50 students are invited based on their performance on written tests and at the USA Mat h Olympiad.[I]Students in university towns may also have access to another lever for involve ment in accelerated math:math circles.In these groups,which came out of an Easter n European tradition of developing young talent,professors teach promising K-12stu dents advanced mathematics for several hours after school or on weekends.The Los Angeles Math Circle,held at the University of California,Los Angeles,began in2007 with20students and now has more than250.“These math circles cost nothing,or t hey‟re very cheap for students to get involved in,but you have to know about them,”sa id Rusczyk.“Most people would love to get students from more underserved popul ations,but they just can‟t get them in the door.Part of it is communication;part of it is transportation.”[J]It‟s no secret in the advanced-math community that diversity is a problem.According t o Mark Saul,the director of competitions for the Mathematical Association of Americ a,not a single African-American or Hispanic student---and only a handful of girls---ha s ever made it to the Math Olympiad team in its50years of existence.Many schools simply don‟t prioritize academic competitions.“Do you know who we have to beat?”asked Sa ul.“The football team,the basketball team---that‟s our competition for resources,student time,attention,school dollars,parent effort s,school enthusiasm.”[K]Teachers in low-income urban and rural areas with no history of participating in math competitions may not know about advanced-math opportunities like Math C ounts—and those who do may not have support or feel trained to lead them.[L]But there are initiatives in place to try to get more underrepresented student s involved in accelerated math.A New York City-based nonprofit called Bridge to Ente r Mathematics runs a residential summer program aimed at getting underserved stud ents，mostly black and Hispanic,working toward math and science careers.The summer af ter7th grade,students spend three weeks on a college campus studying advanced m ath for seven hours a day.Over the next five years,the group helps the students get i nto other elite summer math programs,high-performing high schools,and eventually college.About250students so far have gone through the program,which receives f unding from the Jack Kent Cooke Foundation.[M]“If you look at a lot of low-income communities in the United States,there are programs that are serving them,but they‟re primarily centered around…Let‟s get these kids‟grades up‟,and not around…Let‟s get these kids access to the same kinds of opportunities as more-affluent kids,‟”said Daniel Zaharopol,the founder and executive director of the program.“We‟re trying to create that pathway.”Students apply to the program directly through th eir schools.“We want to reach parents who are not plugged into the system,”said Zaharopol.[N]In the past few years,Math Counts added two new middle school programs to try to diversify its participant pool---the National Math Club and the Math Video C hallenge.Schools or teachers who sign upfor the National Math Club receive a kit full of activities and resources,but there‟s no special teacher training and no competition attached.[O]The Math Video Challenge is a competition,but a collaborative one.Teams o f four students make a video illustrating a math problem and its real-world applicatio n.After the high-pressure Countdown round at this year‟s national Math Counts competition,in which the top12students went head to head solving complex problems in rapid fire,the finalists for the Math Video Challenge too k the stage to show their videos.The demographics of that group looked quite differe nt from those in the competition round---of the16video finalists,13were girls and e ight were African-American students.The video challenge does not put individual stu dents on the hot seat---so it‟s less intimidating by design.It also adds the element of artistic creativity to attract a new pool of students who may not see themselves as“math people”.36.Middle s chool is a crucial period when students may become keenly interested in advanced m athematics.37.Elite high school math competitions are attracting more interest throughout the United States.38.Math circles provide students with access to advanced-math tr aining by university professors.39.Students may take advantage of online resources to learn to solve math problems.40.The summer program run by a nonprofit organization has helped many unde rserved students learn advanced math.41.Winners of local contests will participate in the national math competition fo r free.42.Many schools don‟t place academic competitions at the top of their priority list.43.Contestants of elite high school math competitions are mostly Asian and whi te students from well-off families.44.Some math training programs primarily focus on raising students‟math scores.45.Some intensive summer programs are very expensive but most of them prov ide scholarships.Section CDirections:There are2passages in this section.Each passage is followed by som e questions orunfinished statements.For each of them there are four choices marked A,B,C a nd D.You should decide on the best choice and mark the corresponding letter on Answer Sheet2with a single line through the centre.Passage OneQuestions46to50are based on the following passage.We live today indebted to McCardell,Cashin,Hawes,Wilkins,and Maxwell,and other women who liberated American fashion from the confines of Parisian design.I ndependence came in tying,wrapping,storing,harmonizing,and rationalizing that w ardrobe.These designers established the modem dress code,letting playsuits and ot her active wear outfits suffice for casual clothing,allowing pants to enter the wardro be,and prizing rationalism and versatility in dress,in contradiction to dressing for an occasion or allotment of the day.Fashion in America was logical and answerable to th e will of the women who wore it.Implicitly or explicitly,American fashion addressed a democracy,whereas traditional Paris-based fashion was prescriptive and imposed o n women,willing or not.In an earlier time,American fashion had also followed the dictates of Paris,or ev en copied and pirated specific French designs.Designer sportswear was not modeled on that of Europe,as“modem art”would later be;it was genuinely invented and developed in America.Its designers were not high-end with supplementary lines.The design objective and the business commitment were to sportswear,and the distinctive traits were problem-solving ingenuity and realistic lifestyle applicatio ns.Ease of care was mostimportant:summer dresses and outfits,in particular,were c hiefly cotton,readily capable of being washed and pressed at home.Closings were si mple,practical,and accessible,as the modem woman depended on no personal mai d to dress her.American designers prized resourcefulness and the freedom of wome n who wore the clothing.Many have argued that the women designers of this time were able to project t heir own clothing values into a new style.Of course,much of this argument in the19 30s-40s was advanced because there was little or no experience in justifying apparel(服装)on the basis of utility.If Paris was cast aside,the tradition of beauty was also to some degree slighted.Designer sportswear would have to be verified by a standar d other than that of pure beauty;the emulation of a designer‟s life in designer sportswear was a crude version of this relationship.The consumer w as ultimately to be mentioned as well,especially by the likes of Dorothy Shaver,who could point to the sales figures at Lord&Taylor.Could utility alone justify the new ideas of the American designers?Fashion is of ten regarded as a pursuit of beauty,and some cherished fashion‟s trivial relationship to the fine arts.What the designers of the American sportswear proved was that fashion is a genuine design art,answering to the demanding needs o f service.Of course these practical,insightful designers have determined the course of late twentieth-century fashion.They were the pioneers of gender equity,in their us eful,adaptable clothing,which was both made for the masses and capable of self-ex pression.46.What contribution did the women designers make to American fashion?A)They made some improvements on the traditional Parisian design.B)They formulated a dress code with distinctive American features.C)They came up with a brand new set of design procedures.D)They made originality a top priority in their fashion design.47.What do we learn about American designer sportswear?A)It imitated the European model.B)It laid emphasis on women‟s beauty.C)It represented genuine American art.D)It was a completely new invention.48.What characterized American designer sportswear?A)Pursuit of beauty.B)Decorative closings.C)Ease of care.D)Fabric quality.49.What occurred in the design of women‟s apparel in America during the1930s-40s?A)A shift of emphasis from beauty to utility.B)The emulation of traditional Parisian design.C)A search for balance between tradition and novelty.D)The involvement of more women in fashion design.50.What do we learn ab out designers of American sportswear?A)They catered to the taste of the younger generation.B)They radically changed people‟s concept of beauty.C)They advocated equity between men and women.D)They became rivals of their Parisian counterparts.Passage TwoQuestions51to55are based on the following passage.Massive rubbish dumps and sprawling landfills constitute one of the more unco mfortable impacts that humans have on wildlife.They have led some birds to give up on migration.Instead of flying thousands of miles in search of food,they make the w aste sites their winter feeding grounds.Researchers in Germany used miniature GPS tags to track the migrations of70white storks(鹳)from different sites across Europe and Asia during the first five month s of their lives.While many birds travelled along well-known routes to warmer climat es,others stopped short and spent the winter on landfills,feeding on food waste,an d the multitudes of insects that thrive on the dumps.In the short-term,the birds seem to benefit from overwintering(过冬)on rubb ish dumps.Andrea Flack of the Max Planck Institute found that birds following traditi onal migration routes were more likely to die than German storks that flew only as fa r as northern Morocco,and spent the winter there on rubbish dumps.“For the bird s it‟s a very convenient way to get food.There are huge clusters of organic waste they ca n feed on,”said Flack.The meals are not particularly appetising,or even safe.Much of the waste is discarded rotten meat,mixed in with other human debris such as plas tic bags and old toys.“It‟s very risky.The birds can easily eat pieces of plastic or rubber bands and they can di e,”said Flack.“And we don‟t know about the long-term consequences.They might eat something toxic and dam age their health.We cannot estimate that yet.”The scientists tracked white storks from different colonies in Europe and Africa. The Russian,Greek and Polish storks flew as far as South Africa,while those from Spa in,Tunisia and Germany flew only as far as the Sahel.Landfill sites on the Iberian peninsula have long attracted local white storks,but all of the Spanish birds tagged in the study flew across the Sahara desert to the weste rn Sahel.Writing in the journal,the scientists describe how the storks from Germany were clearly affected by the presence of waste sites,with four out of six birds that su rvived for at least five months overwintering on rubbish dumps in northern Morocco, instead of migrating to the Sahel.Flack said it was too early to know whether the benefits of plentiful food outwei ghed the risks of feeding on landfills.But that‟s not the only uncertainty.Migrating birds affect ecosystems both at home and at the ir winter destinations,and disrupting the traditional routes could have unexpected si de effects.White storks feed on locusts(蝗虫)and other insects that can become pests if their numbers get out of hand.“They provide a useful service,”said Flack.51.What is the impact of rubbish dumps on wildlife?A)They have forced white storks to search for safer winter shelters.B)They haveseriously polluted the places where birds spend winter.C)They have accelerated the reproduction of some harmful insects.D)They have changed the previous migration habits of certain birds.52.What do we learn about birds following the traditional migration routes?A)They can multiply at an accelerating rate.B)They can better pull through the winter.C)They help humans kill harmful insects.D)They are more likely to be at risk of dying.53.What does Andrea Flack say about the birds overwintering on rubbish dump s?A)They may end up staying there permanently.B)They may eat something harmful.C)They may evolve new feeding habits.D)They may have trouble getting adequate food.54.What can be inferred about the Spanish birds tagged in the study?A)They gradually lose the habit of migrating in winter.B)They prefer rubbish dumps far away to those at home.C)They are not attracted to the rubbish dumps on their migration routes.D)They join the storks from Germany on rubbish dumps in Morocco.55.What is scientists‟other concern about white storks feeding on landfills?A)The potential harm to the ecosystem.B)The genetic change in the stork species.C)The spread of epidemics to their homeland.D)The damaging effect on bio-diversity.Part IV Translation(30minutes)Directions:For this part,you are allowed30minutes to translate a passage from Chinese intoEnglish.You should write your answer on Answer Sheet2.明朝统治中国276年，被人们描绘成人类历史上治理有序、社会稳定的最伟大的时代之一。
2017年6月六级第3套真题
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2017年6月英语六级考试真题及答案解析版(第3套)
2017年6月大学英语六级考试真题及答案解析（第3套）Part I Writing (30 minutes)Directions: Suppose you are asked to give advice on whether to attend college at home or abroad, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.【参考范文】Whether to Attend College at Home or Abroad?Currently, with studying abroad gains mounting popularity among people, there is a heated debate about whether to attend college at home or abroad. Opinions on this topic vary from person to person. Some see more benefits in studying at home while others claim that studying abroad is a more ideal choice as it’s more challenging.Personally, I am a strong favorer of the latter view. Listed below are the reasons for my advice. First of all, attending college abroad provides an opportunity to broaden one’s experience and mind. You can acquire cross-cultural experiences and gain new perspectives on your chosen field of study. In addition, studying abroad helps you to polish your social skills; you can make friends with different people with different background. Thirdly, overseas studying is conducive to the formation of an independent, autonomous and tenacious personality, which will ultimately benefit the achievement of our life goals.Just as an old saying goes: “It is better to travel thousand miles than to read ten thousand books.” Then studying abroad can not only enable us to reap in our books, but also in our trips. And this is why attending college abroad is a preferable selection for me.Part II Listening Comprehension说明：2017年6月大学英语六级真题全国共考了两套听力。
2017年6月大学英语六级考试真题答案(第三套)
【作文】题目：Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.参考范文：With the flourish of education industry, modern students are faced with more alternatives to continue their further education. Both attending a vocational college or a university serves as two main options for the high school graduates. In terms of which to choose and what to be taken into consideration, I shall advise as follows:Primarily, self-orientation matters the most when it comes to a issue like this. Obviously, the main task of vocational college is cultivating human resource with practical capability. Instead, university serves as the cradle of academic researchers in different areas. Therefore, being aware of your self-expectation with a clear future blueprint lays a foundation for this important decision.Apart from what has been mentioned above, personal interest also plays a key role in it. For both passion and motivation are derived from interest, which not only decide how far you can reach academically and professionally but also how happy and fulfilled you will be .To sum up, a clear recognition of self orientation and personal interest will decide whether you will tick the box of vocational college or university. Only in this way can we get the most out of the further education.译文：随着教育产业的蓬勃发展，现在的学生们与过去相比，面对更多高等教育的不同选择。
2017年6月三级英语考试真题
2017年6月三级英语考试真题In recent years, the English proficiency test has become increasingly popular in China. Many students take the English test every year to evaluate their language skills. Today, I will analyze the June 2017 Level 3 English exam, focusing on its content and structure.The Level 3 English exam consists of four sections: Listening, Reading, Writing, and Translation. Each section assesses different language abilities and skills. Let's take a closer look at each section.Firstly, the Listening section consists of multiple-choice questions and is designed to test candidates' listening comprehension. In this section, candidates need to listen to various dialogues and monologues and answer questions based on the information they hear. The questions cover a wide range of topics, including everyday life, travel, and academic discussions. It is crucial for candidates to pay attention to the details and understand the main ideas of the audio clips.Moving on to the Reading section, it requires candidates to read and understand different types of texts, such as news articles, advertisements, and personal letters. The questions in this section assess candidates' reading comprehension skills, vocabulary, and grammar knowledge. Candidates need to carefully read the passages and answer questions based on the information provided. It is essential to understand the main idea, identify supporting details, and infer meaning from context.The Writing section is designed to evaluate candidates' writing skills and ability to express their ideas in English. Candidates are given a topic and asked to write an essay or a short paragraph. The topics can range from personal experiences to social issues. It is important for candidates to organize their ideas logically, use appropriate vocabulary and grammar structures, and express their thoughts clearly and coherently.Lastly, the Translation section tests candidates' ability to translate between English and Chinese. Candidates are given a short passage in English and asked to translate it intoChinese, and vice versa. This section assesses candidates' understanding of both languages, as well as their translation skills. It is crucial for candidates to accurately convey the meaning of the original text while maintaining proper grammar and sentence structure.Overall, the June 2017 Level 3 English exam covers a wide range of language skills, including listening, reading, writing, and translation. It assesses candidates' ability to comprehend spoken and written English, as well as their ability to express themselves in English and translate between English and Chinese. To succeed in this exam, candidates need to practice regularly, improve their language proficiency, and develop effective test-taking strategies.In conclusion, the June 2017 Level 3 English exam is a comprehensive test that evaluates candidates' English language skills. It consists of four sections: Listening, Reading, Writing, and Translation. Each section assesses different language abilities and skills, such as listening comprehension, reading comprehension, writing skills, and translation skills. To excel in this exam, candidates should focus on improving their language proficiency, practicing regularly, and developing effective test-taking strategies.。
2017年大学英语六级三套真题+答案解析(精编文档)
2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. Afteryou hear a question, you must choose the best answer from the four choices marked A), B), C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line throughthe centre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through thecentre.Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.Part III Reading Comprehension (40 minutes) Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more than once.Questions 26 to 35 are based on the following passage.Let ’s all stop judging people who talk to themselves. New research says that those who can ’t seem to keep their inner monologues( 独 白 ) in are actually more likely to stay on task, remain 26 better and show improved perception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to 27 mental pictures helps people function quicker. In one experiment, they showed pictures of various objects to twenty 28 and asked them to find just one of those, a banana. Half were 29 to repeat out loud what they were looking for and the other half kept their lips 30 . Those who talked to themselves found the banana slightly faster than those who didn ’t ，the researchers say. In other experiments, Lupyan and Swignley found that 31 the name of a common product when on the hunt for it helped quicken someone’s pace, but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn, although doing so when you’ve 32 matured is not a great sign of 33 . The two professors hope to refute that idea, 34 that just as when kids walk themselves through a process, adults can benefit from using language not just to communicate, but also to help “augment thinking”.Of course, you are still encouraged to keep the talking at library tones and, whatever you do, keep the information you share simple, like a grocery list. At any 35 , there’s still such a thing as too much information.Section BDirections: In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraph fromwhich the information is derived. You may choose a paragraph more than once.Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter on Answer Sheet 2.Rich Children and Poor Ones Are Raised Very Differently[A] The lives of children from rich and poor American families look more different than ever before.[B] Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend a lotA) Apparently B) Arrogance C) Brilliance D) Claiming E) Dedicated F) Focused G) Incur H) Instructed I) ObscurelyJ) SealedK) spectatorsL) TriggerM) UtteringN) VolumeO) Volunteersof time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families, meanwhile, children tend to spend their time at home or with extended family. They are more likely to grow up in neighborhoods that their parents say aren’t great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law.[D]The class differences in child rearing are growing — a symptom of widening inequality withfar-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow up learning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean Reardon, professor of poverty and inequality in education at Stanford Un iversity. “And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.” The cycle continues: Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.[F]American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no best parenting style or philosophy, researchers say, and across income groups, 92% of parents say they are doing a good job at raising their children. Yet they are doing it quite differently. Middle-class and higher- income parents see their children as projects in need of careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision and organized activities, and teach children to question authority figures and navigate elite i nstitutions.[G]Working-class parents, meanwhile, believe their children will naturally thrive, and give them far greater independence and time for free play. They are taught to be compliant and respectful to adults. There are benefits to both approaches. Working-class children are happier, more independent, complain less and are closer with family members, Ms. Lareau found. Higher-income children are more likely to declare boredom and expect their parents to solve their problems. Yet later on, the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle. Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said.[H]“Do all parents want the most success for their children? Absolutely,” she said. “Do some strategies give children more advantages than others in institutions? Probably they do. Will parents be damaging children if they have one fewer organized activity? No, I really doubt i t.”[I]Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricular activities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of 1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organized sports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have taken arts classes.[J]Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income, less- educated parents. Nonetheless, 20% of well-off parents say their children’s schedules are too hectic, compared with 8% of poorer parents.。
2017-年-6-月大学英语六级考试真题(含答案与详解)
2017-年-6-月大学英语六级考试真题(含答案与详解)2017 年 6 月大学英语六级考试真题(第 1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational collegeor a university, write an essay to stateyour opinion. You are required to write atleast 150 words but no more than 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of eachconversation, you will hear four questions.Both the conversation and the questionswill be spoken only once. After you heara question, you must choose the best answerfrom the four choices marked A), B), C) andD). Then mark the corresponding letter onAnswer Sheet 1 with a single line throughthe centre.Questions 1 to 4 are based on the conversationyou have just heard.1.A) He would feel insulted.B) He would feel very sad.C) He would be embarrassed.D) He would be disappointed.2.A) They are worthy of a prize.B) They are of little value.C) They make good reading.D) They need improvement.3.A) He seldom writes a book straight through.B) He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching afootball match.B)Writers actually work every bit as hard asfootballers.C)He likes watching a football match afterfinishing a book.D)Unlike a football match, there is no end towriting a book.Questions 5 to 8 are based on the conversationyou have just heard.5.A) Achievements of black male athletes incollege.B)Financial assistance to black athletes incollege.C)High college dropout rates among blackathletes.D)Undergraduate enrollments of blackathletes.6.A) They display great talent in every kind ofgame.B)They are better at sports than at academicwork.C)They have difficulty finding money tocomplete their studies.D)They make money for the college but oftenfail to earn a degree.7.A) About 15%.B) Around 40%.C) Slightly over 50%.D) Approximately 70%.8. A) Coaches lack theincentive to graduatethem.B) College degrees donot count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem. Section BDirections: In this section, you will hear two passages. At the end of each passage, youwill hear three or four questions. Boththe passage and the questions will bespoken only once. After you hear aquestion, you must choose the best answerfrom the four choices marked A), B), C) andD). Then mark the corresponding letter onAnswer Sheet 1 with a single line throughthe centre.Questions 9 to 12 are based on the passage you have just heard.9.A) Marketingstrategies.B)Holidayshopping.C) Shoppingmalls.D) Online stores.10.A) About 50% ofholiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewercustomersB) They find ithard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better qualityof consumer goods.B) Higheremployment andwages.C)Greater varieties of commodities.D)People having more leisure time. Questions 13 to 15 are based on the passage you have just heard.13.A) They are newspecies of biginsects.B) They areoverprescribedantibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics arenow in shortsupply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B) Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followedby three or four questions. The recordingswill be played only once. After you heara question, you must choose the best answerfrom the four choices marked A), B), CJ andD). Then mark the corresponding letter onAnswer Sheet 1 with a single line throughthe centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only tothe talented.B)It improves students’ ability to think.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academicdemocracy.B) They promoteglobalization.C)They uphold the presidents’ authority.D)They protect students’ rights.18.A) His thirst for knowledge.B) His eagerness to find ajob.C)His contempt for authority.D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how toretrieve informationproperly. B) People canenhance their memory with afew tricks.C)Most people have a rather poor long-termmemory.D)People tend to underestimate their mentalpowers.20.A) They present the statesin a surprisingly differentorder.B) They include more or lessthe same number of states.C)They are exactly the same as is shown in theatlas.D)They contain names of the most familiarstates.21.A) Focusing on what islikely to be tested.B) Having a good sleep thenight before.C)Reviewing your lessons where the exam is totake place.D)Making sensible decisions while choosingyour answers.22.A) Discover when you canlearn best.B) Change your time of studydaily.C) Give yourself a double bonus afterwards.D) Follow the example of a marathon runner. Questions 23 to 25 are based on the recording you have just heard.23. A) He is a politician. B)He is a businessman.C) He is a sociologist. D)He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to healthcare, let alone entertainment orrecreation.B) Their income is less than 50% ofthe national average family income.C) They work extra hours tohave their basic needsmet.D) Their children cannotafford to go to privateschools.Part III Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word foreach blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making yourchoices. Each choice in the bank isidentified by a letter. Please mark thecorresponding letter for each item onAnswer Sheet 2 with a single line throughthe centre. You may not use any of the wordsin the bank more than once.Questions 26 to 35 are based on the following passage.Let’s all stop judging people who talk to themselves. New research says that those who can’t seem to keep their inner monologues(独白) in are actually more likely to stay on task, remain __26__ better and show improved perception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to __27__ mental pictures helps people function quicker.In one experiment, they showed pictures of various objects to twenty __28__ and asked them to find just one of those, a banana. Half were__29__ to repeat out loud what they were looking for and the other half kept their lips __30__. Those who talked to themselves found the banana slightly faster than those who didn’t，the researchers say. In other experiments, Lupyan and Swignley found that __31__ the name of a common product when on the hunt for it helped quicken someone’s pace, but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn, although doing so when you’ve __32__ matured is not a great sign of __33__. The two professors hope to refute that idea, __34__ that just as when kids walk themselves through a process, adults can benefit from using language not just to communicate, but also to help “augment thinking”.Of course, you are still encouraged to keep the talking at library tones and, whatever youdo, keep the information you share simple, like a grocery list. At any __35__, there’s still such a thing as too much information.A)ApparentlyB)ArroganceC)BrillianceD)ClaimingE)DedicatedF)FocusedG)IncurH)Instructed I) Obscurely J) SealedK)spectatorsL) TriggerM)Uttering N)Volume O)VolunteersSection BDirections:In this section, you are going to read a passage with ten statementsattached to it. Each statement containsinformation given in one of theparagraphs. Identify the paragraph fromwhich the information is derived. You maychoose a paragraph more than once.Eachparagraph is marked with a letter.Answer the questions by marking thecorresponding letter on Answer Sheet 2.Rich Children and Poor Ones AreRaised Very Differently[A]The lives of children from rich and poor American families look more different than ever before.[B]Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend a lot of time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families, meanwhile, children tend to spend their time at home or with extended family. They are more likely to grow up in neighborhoods that their parents say aren’t great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law.[D]The class differences in child rearing are growing —a symptom of widening inequality with far-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow up learning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean Reardon, professor of poverty and inequality in education at Stanford University. “And because those influence education al success and later earnings, early childhood experiences cast a lifelong shadow.” The cycle continues: Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.[F]American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no best parenting style or philosophy, researchers say, and across income groups, 92% of parents say they are doing a good job at raising their children. Yet they are doing it quite differently. Middle-class and higher- income parents see their children as projects in need of careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision and organized activities, and teach children to question authority figures and navigate elite institutions.[G]Working-class parents, meanwhile, believe their children will naturally thrive, and give them far greater independence and time for freeplay. They are taught to be compliant and respectful to adults. There are benefits to both approaches. Working-class children are happier, more independent, complain less and are closer with family members, Ms. Lareau found.Higher-income children are more likely to declare boredom and expect their parents to solve their problems. Yet later on, the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle. Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said. [H]“Do all parents want the most success for their children? Absolutely,” she said. “Do some strategies give children more advantages than others in institutions? Probably they do. Will parents be damaging children if they have one fewer organized activity? No, I really doubt it.”[I]Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricular activities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of 1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organized sports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have taken arts classes.[J]Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income, less-educated parents. Nonetheless, 20% of well-off parents say their children’s schedules are too hectic, compared with 8% of poorer parents. [K]Another example is reading aloud, which studies have shown gives children bigger vocabularies and better reading comprehension in school. 71% of parents with a college degree say they do it every day, compared with 33% of those with a high school diploma or less. White parents are more likely than others to read to their children daily, as are married parents. Most affluent parents enroll their children in preschool or day care, while low-income parents are more likely to depend on family members. Discipline techniques vary by education level: 8% of those with a postgraduate degree say they often beat their children, compared with 22% of those with a high school degree or less. [L]The survey also probed attitudes and anxieties. Interestingly, parents’ attitudes toward education do not seem to reflect their owneducational background as much as a belief in the importance of education for upward mobility. Most American parents say they are not concerned about their children’s grades as long as they work hard. But 50% of poor parents say it is extremely important to them that their children earn a college degree, compared with 39% of wealthier parents.[M]Less-educated parents, and poorer and black and Latino parents are more likely to believe that there is no such thing as too much involvement in a child’s education. Parents who are white, wealthy or college- educated say too much involvement can be bad. Parental anxieties reflect their circumstances. High- earning parents are much more likely to say they live in a good neighborhood for raising children. While bullying is parents’ greatest concern over all, nearly half of low-income parents worry their child will get shot, compared with one-fifth ofhigh-income parents. They are more worried about their children being depressed or anxious. [N]In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell right between working-class and high-earning parents on issues like the quality of their neighborhood for raising children, participation in extracurricular activities and involvement in their children’ s education. [O]Children were not always raised so differently. The achievement gap between children from high- and low-income families is 30-40% larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardon’ s research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children live insingle-parent households — a historic high, according to Pew 一 and these children are three times as likely to live in poverty as those wholive with married parents. Meanwhile, growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class wage.[P]Yet there are recent signs that the gap could be starting to shrink. In the past decade, even as income inequality has grown, some of the socioeconomic differences in parenting, like reading to children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, including public preschool programs and reading initiatives. Addressing differences in the earliest years, it seems, could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents, whether rich or poor, have similar expectations of their children despite different ways of parenting.38.While rich parents are more concerned with their children’s psychological well-being, poor parents are more worried about their children’s safety.39.The increasing differences in child rearing between rich and poor families reflect growing social inequality.40.Parenting approaches of working-class and affluent families both have advantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.43.Ms. Larea u doesn’t believe participating in fewer after-class activities will negatively affect children’s development.44.Wealthy parents are concerned about their children’s mental health and busy schedules.45. Some socioeconomic differences in child rearing have shrunk in the past ten years. Section CDirections: There are 2 passages in this section.Each passage is followed by some questionsor unfinished statements. For each of themthere are four choices marked A, B, C andD. You should decide on the best choice andmark the corresponding letter on AnswerSheet 2 with a single line through thecentre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee’s technical and community colleges will not outsource(外包) management of their facilities to a private company, a decision one leader said was bolstered by an analysis of spending at each campus. In an email sent Monday to college presidents in the Tennessee Board of Regents system, outgoing Chancellor John Morgan said an internal analysis showed that each campus’ spending on facilities management fell well below the industry standards identified by the state. Morgan said those findings — which included data from thesystem’s 13 community colleges, 27 technical colleges and six universities —were part of the decision not to move forward with Governor Bill Haslam’s proposal to privatize management of state buildings in an effort to save money.“While these numbers are still being validated by the state, we feel any adjustments they might suggest will be immaterial,” Morgan wrote to the presidents. “System institutions are operating very efficiently based on this analysis, raising the question of the value of pursuing a broad scale outsourcing initiative.”Worker’s advocates have criticized Haslam’s plan, saying it would mean some campus workers would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the out souring plan, which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week.That letter, which includes several concerns Morgan has with the plan, was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state’s Office of Customer Focused Government, which is examining the possibility of outsourcing, spokeswoman Michelle R. Martin said officials were still working to analyze the data from the Board of Regents. Data on management expenses at the college system and in other state departments will be part of a “business justification” the state will use as officials deliberate the specifics of an outsourcing plan.“The state’s facilities management project team is still in the process of developing its business justification and expects to have that completed and available to the public at the end of February,” Martin said. “At this time there is nothing to take action on since the analysis has yet to be completed.”Morgan’s comments on outsourcing mark thesecond time this month that he has come out against one of Haslam’s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor’s proposal to split off six universities of the Board of Regents system and create separate governing boards for each of them. In his resignation letter, Morgan called the reorganization “unworkable”.46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their faculty’s demands.D )It will improve their financialsituation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campusmanagement.B)Facilities management by colleges is morecost-effective.C)Facilities management has greatly improvedin recent years.D)Colleges exercise foil control over theirown financial affairs.48.Workers’ supporters argue that Bill Haslam’s proposal would _________.A)deprive colleges of the right to manage theirfacilitiesB)make workers less motivated in performingdutiesC)render a number of campus workers joblessD)lead to the privatization of campusfacilities49.What do we learn from the state spokeswoman’s response to John Morgan’s decision? A) The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about theoutsourcing plan.D)The college spending analysis justifies theoutsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee stategovernment.B)He disagreed with the governor on highereducation policies.C)He thought the state’s outsourcing proposalwas simply unworkable.D)He opposed the governor’s plan toreconstruct the college board system. Passage TwoQuestions 51 to 55 are based on the following passage.Beginning in the late sixteenth century, it became fashionable for young aristocrats to visit Paris, Venice, Florence, and above all, Rome, as the culmination(终极) of their classical education. Thus was born the idea of the Grand Tour, a practice which introduced Englishmen, Germans, Scandinavians, and also Americans to the art and culture of France and Italy for the next 300 years. Travel was arduous and costly throughout the period, possible only for a privileged class—the same that produced gentlemen scientists, authors, antique experts, and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as well as some leisure time, some means, and some interest in art. The German traveler Johann Winckelmann pioneered the field of art history with his comprehensive study of Greek and Roman sculpture; he was portrayed by his friend Anton Raphael Mengs at the beginning of his long residence in Rome. Most Grand Tourists, however, stayed for briefer periods and set out with less scholarly intentions, accompanied by a teacher or guardian, and expected to return home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure to great masterpieces.London was a frequent starting point for Grand Tourists, and Paris a compulsory destination; many traveled to the Netherlands, some to Switzerland and Germany, and a very fewadventurers to Spain, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompson spoke for many Grand Tourists when in 1744 he described himself as “being impatiently desirous of viewing a country so famous in history, a country which once gave laws to the world, and which is at present the greatest school of music and painting, contains the noblest productions of sculpture and architecture, and is filled with cabinets of rarities, and collections of all kinds of historical relics”. Within Italy, the great focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist. Panini’s Ancient Rome and Modem Rome represent the sights most prized, including celebrated Greco-Roman statues and views of famous ruins, fountains, and churches. Since there were few museums anywhere in Europe before the close of the eighteenth century, Grand Tourists often saw paintings and sculptures bygaining admission to private collections, and many were eager to acquire examples of Greco-Roman and Italian art for their own collections. In England, where architecture was increasingly seen as an aristocratic pursuit, noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative (唤起回忆的) ruins of Rome to their own country houses and gardens.51.What is said about the Grand Tour?A)It was fashionable among young people of thetime.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of collegeeducation.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature andinterested in art.D)They had enough travel and outdoor-lifeexperience.53.How did Grand Tourists benefit from their travel?A)They found inspirati on in the world’sgreatest masterpieces.B)They got a better understanding of earlyhuman civilization.C)They developed an interest in the origin ofmodem art forms.D)They gained some knowledge of classical artand architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to takeback home.B)Europe hardly had any museums before the 19thcentury.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England? A) There appeared more and more Roman-style buildings.B) Many aristocrats began to move intoRoman-style villas.C)Aristocrats，country houses all hadRoman-style gardens.D) Italian architects were hired to designhouses and gardens.Part IV Translation (30 minutes) Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese intoEnglish. You should write your answer onAnswer Sheet 2.唐朝始于 618 年，终于 907 年，是中国历史上最灿烂的时期。
2017年6月六级真题(第三套)
2017年6月六级考试真题（第三套）为了让大家更好地模拟真实考场，文都网校四六级完全按照真题卷面顺序排版了本套真题，Part I写作部分被放在了试卷的最后一页，与听力部分完全隔开，请大家在备考过程中提早适应卷面顺序！Part II Listening Comprehension(30minutes)Part III Reading Comprehension(40minutes) Section ADirections:In this section,there is a passage with ten blanks.You are required to select one word for each blank from a list of choices given in a word bank following the passage.Read the passagethrough carefully before making your choices.Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet2with a single linethrough the centre.You may not use any of the words in the bank more than once.Let’s all stop judging people who talk to themselves.New research says that those who can’t seem to keep their inner monologues(独白)in are actually more likely to stay on task,remain26better and show improved perception capabilities.Not bad,really,for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley,the act of using verbal clues to27mental pictures helps people function quicker.In one experiment,they showed pictures of various objects to twenty28and asked them to find just one of those,a banana.Half were29to repeat out loud what they were looking for and the other half kept their lips30.Those who talked to themselves found the banana slightly faster than those who didn’t, the researchers say.In other experiments,Lupyan and Swignley found that31the name of a common product when on the hunt for it helped quicken someone’s pace,but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn,althoughI)obscurely J)sealed K)spectators L)trigger M)uttering N)volume O)volunteersA)apparentlyB)arroganceC)brillianceD)claimingE)dedicatedF)focusedG)incurH)instructed doing so when you’ve 32matured is not a great sign of 33.The two professors hope to refute that idea,34that just as when kids walk themselves through a process,adults can benefit from using language not just to communicate,but also to help “augment thinking”.Of course,you are still encouraged to keep the talking at library tones and,whatever you do,keep the information you share simple,like a grocery list.At any 35,there’s still such a thing as too much information.Section BDirections:In this section,you are going to read a passage with ten statements attached to it.Each state-ment contains information given in one of the paragraphs.Identify the paragraph from whichthe information is derived.You may choose a paragraph more than once.Each paragraph ismarked with a letter.Answer the questions by marking the corresponding letter on AnswerSheet 2.Rich Children and Poor Ones Are Raised Very Differently[A]The lives of children from rich and poor American families look more different than ever before.[B]Well-off families are ruled by calendars,with children enrolled in ballet,soccer and afterschool programs,according to a new Pew Research Center survey.There are usually two parents,who spend a lot of time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families,meanwhile,children tend to spend their time at home or with extended family.They aremore likely to grow up in neighborhoods that their parents say aren’t great for raising children,and their parents worry about them getting shot,beaten up or in trouble with the law.[D]The class differences in child rearing are growing—a symptom of widening inequality with far-reachingconsequences.Different upbringings set children on different paths and can deepen socioeconomic divisions,especially because education is strongly linked to earnings.Children grow up learning the skills to succeed in their socioeconomic stratum (阶层),but not necessarily others.[W]“Early childhood experiences can be very consequential for children’s long-term social,emotional andcognitive development,”said Sean Reardon,professor of poverty and inequality in education at Stanford University.“And because those influence educational success and later earnings,early childhood experi-ences cast a lifelong shadow.”The cycle continues:Poorer parents have less time and fewer resources to invest in their children,which can leave children less prepared for school and work,which leads to lower earnings.[F]American parents want similar things for their children,the Pew report and past research have found:forthem to be healthy and happy,honest and ethical,caring and compassionate.There is no best parenting style or philosophy,researchers say,and across income groups,92%of parents say they are doinga good job at raising their children.Yet they are doing it quite differently.Middle-class and higher-income parents see their children as projects in need of careful cultivation,says Annette Lareau,whose groundbreaking research on the topic was published in her book Unequal Childhoods:Class,Race and Family Life.They try to develop their skills through close supervision and organized activities,and teach children to question authority figures and navigate elite institutions.[G]Working-class parents,meanwhile,believe their children will naturally thrive,and give them far greaterindependence and time for free play.They are taught to be compliant and respectful to adults.There are benefits to both approaches.Working-class children are happier,more independent,complain less and are closer to family members,reau found.Higher-income children are more likely to declare boredom and expect their parents to solve their problems.Yet later on,the more affluent children end up in college and on the way to the middle class,while working-class children tend to struggle.Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces,reau said.[H]“Do all parents want the most success for their children?Absolutely,”she said.“Do some strategies givechildren more advantages than others in institutions?Probably they do.Will parents be damaging children if they have one fewer organized activity?No,I really doubt it.”[I]Social scientists say the differences arise in part because low-income parents have less money to spendon music class or preschool,and less flexible schedules to take children to museums or attend school events.Extracurricular activities reflect the differences in child rearing in the Pew survey,which was of a nationally representative sample of1,807parents.Of families earning more than$75,000a year,84%say their children have participated in organized sports over the past year,64%have done volunteer work and 62%have taken lessons in music,dance or art.Of families earning less than$30,000,59%of children have done sports,37%have volunteered and41%have taken arts classes.[J]Especially in affluent families,children start young.Nearly half of high-earning,college-graduate parents enrolled their children in arts classes before they were5,compared with one-fifth of low-income,less-educated parents.Nonetheless,20%of well-off parents say their children’s schedules are too hectic, compared with8%of poorer parents.[K]Another example is reading aloud,which studies have shown gives children bigger vocabularies and better reading comprehension in school.71%of parents with a college degree say they do it every day, compared with33%of those with a high school diploma or less.White parents are more likely than others to read to their children daily,as are married parents.Most affluent parents enroll their children in preschool or day care,while low-income parents are more likely to depend on family members.Discipline techniques vary by education level:8%of those with a postgraduate degree say they often beat their children,compared with22%of those with a high school degree or less.[L]The survey also probed attitudes and anxieties.Interestingly,parents’attitudes toward education do not seem to reflect their own educational background as much as a belief in the importance of education for upward mobility.Most American parents say they are not concerned about their children’s grades as long as they work hard.But50%of poor parents say it is extremely important to them that their children earna college degree,compared with of wealthier parents.[M]Less-educated parents,and poorer and black and Latino parents are more likely to believe that there is no such thing as too much involvement in a child’s education.Parents who are white,wealthy or college-educated say too much involvement can be bad.Parental anxieties reflect their circumstances.High-earning parents are much more likely to say they live in a good neighborhood for raising children.While bullying is parents’greatest concern over all,nearly half of low-income parents worry their child will get shot,compared with one-fifth of high-income parents.They are more worried about their children being depressed or anxious.[N]In the Pew survey,middle-class families earning between$30,000and$75,000a year fell right between working-class and high-earning parents on issues like the quality of their neighborhood for raising children,participation in extracurricular activities and involvement in their children’s education.[O]Children were not always raised so differently.The achievement gap between children from high-and low-income families is30-40%larger among children born in2001than those born25years earlier, according to Mr.Reardon’s research.People used to live near people of different income levels;neighborhoods are now more segregated by income.More than a quarter of children live in single-parent households—a historic high,according to Pew—and these children are three times as likely to live in poverty as those who live with married parents.Meanwhile,growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class wage.[P]Yet there are recent signs that the gap could be starting to shrink.In the past decade,even as income inequality has grown,some of the socioeconomic differences in parenting,like reading to children and going to libraries,have narrowed.[Q]Public policies aimed at young children have helped,including public preschool programs and reading initiatives.Addressing differences in the earliest years,it seems,could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents,whether rich or poor,have similar expectations of their children despite different waysof parenting.38.While rich parents are more concerned with their children’s psychological well-being,poor parents aremore worried about their children’s safety.39.The increasing differences in child rearing between rich and poor families reflect growing socialinequality.40.Parenting approaches of working-class and affluent families both have advantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.reau doesn’t believe participating in fewer after-class activities will negatively affect children’sdevelopment.44.Wealthy parents are concerned about their children’s mental health and busy schedules.45.Some socioeconomic differences in child rearing have shrunk in the past ten years.Section CDirections:There are2passages in this section.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked A),B),C)and D).You shoulddecide on the best choice and mark the corresponding letter on Answer Sheet2with a singleline through the centre.Passage OneQuestions46to50are based on the following passage.Tennessee’s technical and community colleges will not outsource(外包)management of their facilities to a private company,a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday to college presidents in the Tennessee Board of Regents system,outgoing Chancellor John Morgan said an internal analysis showed that each campus’spending on facilities manage-ment fell well below the industry standards identified by the state.Morgan said those findings—which included data from the system’s13community colleges,27technical colleges and six universities—were part of the decision not to move forward with Governor Bill Haslam’s proposal to privatize management of state buildings in an effort to save money.“While these numbers are still being validated by the state,we feel any adjustments they might suggest will be immaterial,”Morgan wrote to the presidents.“System institutions are operating very efficiently based on this analysis,raising the question of the value of pursuing a broad scale outsourcing initiative.Workers’advocates have criticized Haslam’s plan,saying it would mean some campus workers would lose their jobs or benefits.Haslam has said colleges would be free to opt in or out of the outsourcing plan, which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week.That letter,which includes several concerns Morgan has with the plan,was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state’s Office of Customer Focused Government,which is examining the possibility of outsourcing,spokeswoman Michelle R.Martin said officials were still working to analyze the data from the Board of Regents.Data on management expenses at the college system and in other state departments will be part of a“business justification”the state will use as officials deliberate the specifics of an outsourcing plan.“The state’s facilities management project team is still in the process of developing its business justifica-tion and expects to have that completed and available to the public at the end of February,Martin said:“At this time there is nothing to take action on since the analysis has yet to be completed.”Morgan’s comments on outsourcing mark the second time this month that he has come out against one of Haslam’s plans for higher education in Tennessee.Morgan said last week that he would retire at the end of January because of the governor’s proposal to split off six universities of the Board of Regents system and create separate governing boards for each of them.In his resignation letter,Morgan called the reorganization “unworkable.”46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their faculty’s demands.D)It will improve their financial situation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campus management.B)Facilities management by colleges is more cost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise full control over their own financial affairs.48.Workers’supporters argue that Bill Haslam’sproposal would.A)deprive colleges of the right to manage their facilitiesB)make workers less motivated in performing dutiesC)render a number of campus workers joblessD)lead to the privatization of campus facilities49.What do we learn from the state spokeswoman’s response to John Morgan’s decision?A)The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about the outsourcing plan.D)The college spending analysis justifies the outsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee state government.B)He disagreed with the governor on higher education policies.C)He thought the state’s outsourcing proposal was simply unworkable.D)He opposed the governor’s plan to reconstruct the college board system.Passage TwoQuestions51to55are based on the following passage.Beginning in the late sixteenth century,it became fashionable for young aristocrats to visit Paris,Venice, Florence,and above all,Rome,as the culmination(终极)of their classical education.Thus was born the idea of the Grand Tour,a practice which introduced Englishmen,Germans,Scandinavians,and also Americans to the art and culture of France and Italy for the next300years.Travel was arduous and costly throughout the period,possible only for a privileged class—the same that produced gentlemen scientists,authors,antique experts,and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as well as some leisure time,some means,and some interest in art.The German traveler Johann Winckelmann pioneered the field of art history with his comprehensive study of Greek and Roman sculpture;he was portrayed by his friend Anton Raphael Mengs at the beginning of his long residence in Rome.Most Grand Tourists,however,stayed for briefer periods and set out with less scholarly intentions,accompanied by a teacher or guardian,and expected to return home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure to great masterpieces.London was a frequent starting point for Grand Tourists,and Paris a compulsory destination;many traveled to the Netherlands,some to Switzerland and Germany,and a very few adventurers to Spain,Greece,or Turkey.The essential place to visit,however,was Italy.The British traveler Charles Thompson spoke for many Grand Tourists when in1744he described himself as“being impatiently desirous of viewing a country so famous in history,a country which once gave laws to the world,and which is at present the greatest school of music and painting,contains the noblest productions of sculpture and architecture,and is filled with cabinets of rarities,and collections of all kinds of historical relics.”Within Italy,the great focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist.Panini’s Ancient Rome and Modern Rome represent the sights most prized,including celebrated Greco-Roman statues and views of famous ruins,fountains,and churches.Since there were few museums anywhere in Europe before the close of the eighteenth century,Grand Tourists often saw paintings and sculptures by gaining admission to private collections,and many were eager to acquire examples of Greco-Roman and Italian art for their own collections.In England,where architecture was increasingly seen as an aristocratic pursuit,noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative（唤起回忆的）ruins of Rome to their own country houses and gardens.51.What is said about the Grand Tour?A)It was fashionable among young people of the time.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of college education.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature and interested in art.D)They had enough travel and outdoor-life experience.53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world’s greatest masterpieces.B)They got a better understanding of early human civilization.C)They developed an interest in the origin of modern art forms.D)They gained some knowledge of classical art and architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to take back home.B)Europe hardly had any museums before the19th century.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England?A)There appeared more and more Roman-style buildings.B)Many aristocrats began to move into Roman-style villas.C)Aristocrats’country houses all had Roman-stylegardens.D)Italian architects were hired to design houses and gardens.Part IV Translation(30minutes) Directions:For this part,are allowed30minutes to translate a passage from Chinese into English.You should write your answer on Answer sheet2.宋朝始于960年，一直延续到1279年。
2017年6月份大学英语六级(CET6)真题(卷三)
2017年6月大学英语六级真题答案解析 全三套.doc
2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. Afteryou hear a question, you must choose the best answer from the four choices marked A), B), C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through thecentre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear aquestion, you must choose the best answer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.Part III Reading Comprehension (40 minutes) Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage.Let’s all stop judging people who talk to themselves. New research says that those who can’t seem to keep their inner monologues( 独白) in are actually more likely to stay on task, remain 26 better and show improved perception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to 27 mental pictures helps people function quicker.In one experiment, they showed pictures of various objects to twenty 28 and asked them to find just one of those, a banana. Half were 29 to repeat out loud what they were looking for and the other half kept their lips 30 . Those who talked to themselves found the banana slightly faster than those whodidn’t，the researchers say. In other experiments, Lupyan and Swignley found that 31 the name of acommon product when on the hunt for it helped quicken someone’s pace, but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn, although doing so when you’ve 32 matured is not a great sign of 33 . The two professors hope to refute that idea, 34 that just as when kids walk themselves through a process, adults can benefit from using language not just to communicate, but also to help “augment thinking”.Of course, you are still encouraged to keep the talking at library tones and, whatever you do, keep the information you share simple, like a grocery list. At any 35 , there’s still such a thing as too much information.Section BDirections: In this section, 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 fromwhich the information is derived. You may choose a paragraph more than once.Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter on Answer Sheet 2.Rich Children and Poor Ones Are Raised Very Differently[A]The lives of children from rich and poor American families look more different than ever before.[B]Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend a lotof time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families, meanwhile, children tend to spend their time at home or with extended family. They are more likely to grow up in neighborhoods that their parents say aren’t great for r aising children, and their parents worry about them getting shot, beaten up or in trouble with the law.[D]The class differences in child rearing are growing — a symptom of widening inequality withfar-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow uplearning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean Reardon, professor of poverty and inequality in education at Stanford University. “And because those influence educational success and later e arnings, early childhood experiences cast a lifelong shadow.” The cycle continues: Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.[F]American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no best parenting style or philosophy, researchers say, and across income groups, 92% of parents say they are doing a good job at raising their children. Yet they are doing it quite differently. Middle-class and higher- income parents see their children as projects in need of careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision and organized activities, and teach children to question authority figures and navigate elite institutions.[G]Working-class parents, meanwhile, believe their children will naturally thrive, and give them far greater independence and time for free play. They are taught to be compliant and respectful to adults. There are benefits to both approaches. Working-class children are happier, more independent, complain less and are closer with family members, Ms. Lareau found. Higher-income children are more likely to declare boredom and expect their parents to solve their problems. Yet later on, the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle. Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said.[H]“Do all parents want the most success for their children? Absolutely,” she said. “Do some strategies give children more advantages than others in institutions? Probably they do. Will parents be damaging children if they have one fewer organized activity? No, I really doubt i t.”[I]Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricular activities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of 1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organized sports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have taken arts classes.[J]Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income, less- educated parents. Nonetheless, 20% of well-off parents say their chil dren’s schedules are too hectic, compared with 8% of poorer parents.[K]Another example is reading aloud, which studies have shown gives children bigger vocabularies and better reading comprehension in school. 71% of parents with a college degree say they do it every day, compared with 33% of those with a high school diploma or less. White parents are more likely than others to read to their children daily, as are married parents. Most affluent parents enroll their children in preschool or day care, while low-income parents are more likely to depend on family members. Discipline techniques vary by education level: 8% of those with a postgraduate degree say they often beat their children, compared with 22% of those with a high school degree or less.[L]The survey also probed attitudes and anxieties. Interestingly, parents’ attitudes toward education do not seem to reflect their own educational background as much as a belief in the importance of education for upward mobility. Most American parents say they are not c oncerned about their children’s grades as long as they work hard. But 50% of poor parents say it is extremely important to them that their children earn a college degree, compared with 39% of wealthier parents.[M]Less-educated parents, and poorer and black and Latino parents are more likely to believe that there is no such thing as too much involvement in a child’s education. Parents who are white, wealthy or college- educated say too much involvement can be bad. Parental anxieties reflect their circumstances. High- earning parents are much more likely to say they live in a good neighborhood for raising children. While bullying is parents’ greatest concern over all, nearly half of low-income parents worry their child will get shot, compared with one-fifth of high-income parents. They are more worried about their children being depressed or anxious.[N]In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell right between working-class and high-earning parents on issues like the quality of their neighborhood for raising children, participation in extracurricular activities and involvement in their children’ s education.[O]Children were not always raised so differently. The achievement gap between children from high- and low-income families is 30-40% larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardon’ s research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children live in single-parent households — a historic high, according to Pew 一and these children are three times as likely to live in poverty as those who live with married parents. Meanwhile, growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class wage.[P]Yet there are recent signs that the gap could be starting to shrink. In the past decade, even as income inequality has grown, some of the socioeconomic differences in parenting, like reading to children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, including public preschool programs and reading initiatives. Addressing differences in the earliest years, it seems, could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents, whether rich or poor, have similar expectations of their children despite different ways of parenting.38.While rich parents are more concerned with their children’s psychological well-being, poor parents are more worried about their children’s safety.39.The increasing differences in child rearing between rich and poor families reflect growing social inequality.40.Parenting approaches of working-class and affluent families both have a dvantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.43.Ms. Lareau doesn’t believe participating in fewer after-class activities will negatively affect children’s development.44.Wealthy parents are concerned about their children’s mental health and busy schedules.45.Some socioeconomic differences in child rearing have shrunk in the p ast ten years.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Youshould decide on the best choice and mark the corresponding letter on Answer Sheet 2 with asingle line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee’s technical and community colleges will not outsource(外包) management of their facilities to a private company, a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday to college presidents in the Tennessee Board of Regents system, outgoing Chancellor John Morgan said an internal analysis showed that each campus’ spending on facilities management fell well below the industry standards identified by the state. Morgan said those findings —which included data from the system’s 13 community colleges, 27 technical colleges and six universities —were part of the decision not to move forward wit h Governor Bill Haslam’s proposal to privatize management of state buildings in an effort to save money.“While these numbers are still being validated by the state, we feel any adjustments they might suggest will be immaterial,” Morgan wrote to the presidents. “System institutions are operating very efficiently based on this analysis, raising the question of the value of pursuing a broad scale outsourcing initiative.”Worker’s advocates have criticized Haslam’s plan, saying it would mean some campus worker s would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the out souring plan, which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week. That letter, which includes several concerns Morgan has with the plan, was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state’s Office of Customer Focused Government, which is examining the possibility of outsourcing, spokeswoman Michelle R. Martin said officials were still working to analyze the data from the Board of Regents. Data on management expenses at the college system and in other state departments will be part of a “business justification” the state will use as offi cials deliberate the specifics of an outsourcing plan.“The state’s facilities management project team is still in the process of developing its business justification and expects to have that completed and available to the public at the end of February,” Martin said. “At this time there is nothing to take action on since the analysis has yet to be completed.”Morgan’s comments on outsourcing mark the second time this month that he has come out against one of Haslam’s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor’s proposal to split off six universities of the Board of Regents system and create separate governing boards for each of them. In his resignation letter, Morgan called the reorganization “unworkable”.46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their faculty’s demands.D )It will improve their financial situation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campus management.B)Facilities management by colleges is more c ost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise foil control over their own financial a ffairs.48.Workers’ supporters argue that Bill Haslam’s proposal would .A)deprive colleges of the right to manage their facilitiesB)make workers less motivated in performing dutiesC)render a number of campus workers joblessD)lead to the privatization of campus facilities49.What do we learn from the state spokeswoman’s response to John Morgan’s d ecision?A)The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about the outsourcing plan.D)The college spending analysis justifies the outsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee state government.B)He disagreed with the governor on higher education policies.C)He thought the state’s outsourcing proposal was simply unworkable.D)He opposed the governor’s plan to reconstruct the college board system.Passage TwoQuestions 51 to 55 are based on the following passage.Beginning in the late sixteenth century, it became fashionable for young aristocrats to visit Paris,Venice, Florence, and above all, Rome, as the culmination(终极) of their classical education. Thus wasborn the idea of the Grand Tour, a practice which introduced Englishmen, Germans, Scandinavians, and also Americans to the art and culture of France and Italy for the next 300 years. Travel was arduous and costly throughout the period, possible only for a privileged class—the same that produced gentlemen scientists, authors, antique experts, and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as well as some leisure time, some means, and some interest in art. The German traveler Johann Winckelmann pioneered the field of art history with his comprehensive study of Greek and Roman sculpture; he was portrayed by his friend Anton Raphael Mengs at the beginning of his long residence in Rome. Most Grand Tourists, however, stayed for briefer periods and set out with less scholarly intentions, accompanied by a teacher or guardian, and expected to return home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure to great masterpieces.London was a frequent starting point for Grand Tourists, and Paris a compulsory destination; many traveled to the Netherlands, some to Switzerland and Germany, and a very few adventurers to Spain, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompsonspo ke for many Grand Tourists when in 1744 he described himself as “being impatiently desirous of viewing a country so famous in history, a country which once gave laws to the world, and which is at present the greatest school of music and painting, contains the noblest productions of sculpture and architecture, and is filled with cabinets of rarities, and collections of all kinds of historical relics”. Within Italy, the great focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist. Panini’s Ancient Rome and Modem Rome represent the sights most prized, including celebrated Greco-Roman statues and views of famous ruins, fountains, and churches. Since there were few museums anywhere in Europe before the close of the eighteenth century, Grand Tourists often saw paintings and sculptures by gaining admission to private collections, and many were eager to acquire examples of Greco-Roman and Italian art for their own collections. In England, where architecture was increasingly seen as an aristocratic pursuit, noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative ( 唤起回忆的) ruins of Rome to their own country houses and gardens.51.What is said about the Grand Tour?A)It was fashionable among young people of the time.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of college education.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature and interested in art.D)They had enough travel and outdoor-life experience.53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world’s greatest masterpieces.B)They got a better understanding of early human civilization.C)They developed an interest in the origin of modem art forms.D)They gained some knowledge of classical art and architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to take back home.B)Europe hardly had any museums before the 19th century.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England?A)There appeared more and more Roman-style buildings.B)Many aristocrats began to move into Roman-style villas.C)Aristocrats，country houses all had Roman-style gardens.D) Italian architects were hired to design houses and gardens.Part IV Translation (30 minutes) Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese intoEnglish. You should write your answer on Answer Sheet 2.唐朝始于618 年，终于907 年，是中国历史上最灿烂的时期。
2017年6月大学英语六级真题(卷三)
梦想不会辜负每一个努力的人2017年5月大学英语六级考试真题（第3套）Part I Writing(30minutes)Directions:Suppose you are asked to give advice on whether to attend college at home or abroad,write an essay to state your opinion.You are required to write at least150words but no more than200words.Part II Listening Comprehension说明：2017年6月大学英语六级真题全国共考了两套听力。
本套（即第三套）的听力材料与第一套完全一样，只是选项的顺序不同而已，故本套不再重复给出。
Part III Reading Comprehension(40minutes)Section ADirections:In this section,there is a passage with ten blanks.You are required to select one word for each blank from a list of choices given in a word bank following the passage.Read the passage through carefully before making your choices.Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet2with a single line through the centre.You may not use any of the words in the bank more than once. Questions26to35are based on the following passage.Let's all stop judging people who talk to themselves.New research says that those who can't seem to keep their inner monologues(独白)in are actually more likely to stay on task,remain__26__better and show improved perception capabilities.Not bad,really,for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley,the act of using verbal clues to__27__mental pictures helps people function quicker.In one experiment,they showed pictures of various objects to twenty__28__and asked them to find just one of those,a banana.Half were__29__to repeat out loud what they were looking for and the other half kept their lips __30__.Those who talked to themselves found the banana slightly faster than those who didn't,the researchers say. In other experiments,Lupyan and Swignley found that__31__the name of a common product when on the hunt for it helped quicken someone's pace,but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn,although doing so when you've__32__matured is not a great sign of__33__.The two professors hope to refute that idea,__34__that just as when kids walk themselves through a process,adults can benefit from using language not just to communicate, but also to help"augment thinking".Of course,you are still encouraged to keep the talking at library tones and,whatever you do,keep the information you share simple,like a grocery list.At any__35__,there's still such a thing as too much information. A)apparently B)arrogance C)brilliance D)claiming E)dedicated F)focused G)incur H)instructed I)obscurely J)sealed K)spectators L)trigger M)uttering N)volume O)volunteersSection BDirections:In this section,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 choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet2.Rich Children and Poor Ones Are Raised Very DifferentlyA)The lives of children from rich and poor American families look more different than ever before.B)Well-off families are ruled by calendars,with children enrolled in ballet,soccer and after-school programs, according to a new Pew Research Center survey.There are usually two parents,who spend a lot of time reading to children and worrying about their anxiety levels and hectic schedules.C)In poor families,meanwhile,children tend to spend their time at home or with extended family.They are more likely to grow up in neighborhoods that their parents say aren't great for raising children,and their parents worry about them getting shot,beaten up or in trouble with the law.D)The class differences in child rearing are growing—a symptom of widening inequality with far-reaching consequences.Different upbringings set children on different paths and can deepen socioeconomic divisions,梦想不会辜负每一个努力的人especially because education is strongly linked to earnings.Children grow up learning the skills to succeed in theirsocioeconomic stratum(阶层),but not necessarily others.E)"Early childhood experiences can be very consequential for children's long-term social,emotional and cognitive development,"said Sean Reardon,professor of poverty and inequality in education at Stanford University."And because those influence educational success and later earnings,early childhood experiences cast a lifelong shadow." The cycle continues:Poorer parents have less time and fewer resources to invest in their children,which can leave children less prepared for school and work,which leads to lower earnings.F)American parents want similar things for their children,the Pew report and past research have found:for them to be healthy and happy,honest and ethical,caring and compassionate.There is no best parenting style or philosophy, researchers say,and across income groups,92%of parents say they are doing a good job at raising their children.Yet they are doing it quite differently.Middle-class and higher-income parents see their children as projects in need of careful cultivation,says Annette Lareau,whose groundbreaking research on the topic was published in her book Unequal Childhoods:Class,Race and Family Life.They try to develop their skills through close supervision and organized activities,and teach children to question authority figures and navigate elite institutions.G)Working-class parents,meanwhile,believe their children will naturally thrive,and give them far greater independence and time for free play.They are taught to be compliant and respectful to adults.There are benefits to both approaches.Working-class children are happier,more independent,complain less and are closer with family members,reau found.Higher-income children are more likely to declare boredom and expect their parents to solve their problems.Yet later on,the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle.Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces,reau said.H)"Do all parents want the most success for their children?Absolutely,"she said."Do some strategies give children more advantages than others in institutions?Probably they do.Will parents be damaging children if they have one fewer organized activity?No,I really doubt it."I)Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool,and less flexible schedules to take children to museums or attend school events.Extracurricular activities reflect the differences in child rearing in the Pew survey,which was of a nationally representative sample of 1,807parents.Of families earning more than$75,000a year,84%say their children have participated in organized sports over the past year,64%have done volunteer work and62%have taken lessons in music,dance or art.Of families earning less than$30,000,59%of children have done sports,37%have volunteered and41%have taken arts classes.J)Especially in affluent families,children start young.Nearly half of high-earning,college-graduate parents enrolled their children in arts classes before they were5,compared with one-fifth of low-income,less-educated parents. Nonetheless,20%of well-off parents say their children's schedules are too hectic,compared with8%of poorer parents.K)Another example is reading aloud,which studies have shown gives children bigger vocabularies and better reading comprehension in school.71%of parents with a college degree say they do it every day,compared with33%of those with a high school diploma or less.White parents are more likely than others to read to their children daily,as are married parents.Most affluent parents enroll their children in preschool or day care,while low-income parents are more likely to depend on family members.Discipline techniques vary by education level:8%of those with a postgraduate degree say they often beat their children,compared with22%of those with a high school degree or less. L)The survey also probed attitudes and anxieties.Interestingly,parents'attitudes toward education do not seem to reflect their own educational background as much as a belief in the importance of education for upward mobility. Most American parents say they are not concerned about their children's grades as long as they work hard.But50% of poor parents say it is extremely important to them that their children earn a college degree,compared with39%of wealthier parents.M)Less-educated parents,and poorer and black and Latino parents are more likely to believe that there is no such thing as too much involvement in a child's education.Parents who are white,wealthy or college-educated say too much involvement can be bad.Parental anxieties reflect their circumstances.High-earning parents are much more梦想不会辜负每一个努力的人likely to say they live in a good neighborhood for raising children.While bullying is parents'greatest concern over all,nearly half of low-income parents worry their child will get shot,compared with one-fifth of high-income parents.They are more worried about their children being depressed or anxious.N)In the Pew survey,middle-class families earning between$30,000and$75,000a year fell right betweenworking-class and high-earning parents on issues like the quality of their neighborhood for raising children,participation in extracurricular activities and involvement in their children's education.O)Children were not always raised so differently.The achievement gap between children from high-and low-incomefamilies is30-40%larger among children born in2001than those born25years earlier,according to Mr.Reardon'sresearch.People used to live near people of different income levels;neighborhoods are now more segregated byincome.More than a quarter of children live in single-parent households—a historic high,according to Pew—andthese children are three times as likely to live in poverty as those who live with married parents.Meanwhile,growingincome inequality has coincided with the increasing importance of a college degree for earning a middle-class wage.P)Yet there are recent signs that the gap could be starting to shrink.In the past decade,even as income inequality hasgrown,some of the socioeconomic differences in parenting,like reading to children and going to libraries,havenarrowed.Q)Public policies aimed at young children have helped,including public preschool programs and reading initiatives.Addressing differences in the earliest years,it seems,could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents,whether rich or poor,have similar expectations of their children despite different ways ofparenting.38.While rich parents are more concerned with their children's psychological well-being,poor parents are moreworried about their children's safety.39.The increasing differences in child rearing between rich and poor families reflect growing social inequality.40.Parenting approaches of working-class and affluent families both have advantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.reau doesn't believe participating in fewer after-class activities will negatively affect children'sdevelopment.44.Wealthy parents are concerned about their children's mental health and busy schedules.45.Some socioeconomic differences in child rearing have shrunk in the past ten years.Section CDirections:There are2passages in this section.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked A),B),C)and D).You should decide on the best choice and mark the corresponding letter on Answer Sheet2with a single line through the centre.Passage OneQuestions46to50are based on the following passage.Tennessee's technical and community colleges will not outsource(外包)management of their facilities to a private company,a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday to college presidents in the Tennessee Board of Regents system,outgoing ChancellorJohn Morgan said an internal analysis showed that each campus'spending on facilities management fell well belowthe industry standards identified by the state.Morgan said those findings—which included data from the system's13community colleges,27technical colleges and six universities—were part of the decision not to move forward withGovernor Bill Haslam's proposal to privatize management of state buildings in an effort to save money."While these numbers are still being validated by the state,we feel any adjustments they might suggest will beimmaterial,"Morgan wrote to the presidents."System institutions are operating very efficiently based on this analysis,raising the question of the value of pursuing a broad scale outsourcing initiative."Worker's advocates have criticized Haslam's plan,saying it would mean some campus workers would lose theirjobs or benefits.Haslam has said colleges would be free to opt in or out of the out souring plan,which has not beenfinalized.梦想不会辜负每一个努力的人Morgan notified the Haslam administration of his decision to opt out in a letter sent last week.That letter,whichincludes several concerns Morgan has with the plan,was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state's Office of Customer Focused Government,which is examining thepossibility of outsourcing,spokeswoman Michelle R.Martin said officials were still working to analyze the data fromthe Board of Regents.Data on management expenses at the college system and in other state departments will be partof a"business justification"the state will use as officials deliberate the specifics of an outsourcing plan."The state's facilities management project team is still in the process of developing its business justification andexpects to have that completed and available to the public at the end of February,"Martin said."At this time there isnothing to take action on since the analysis has yet to be completed."Morgan's comments on outsourcing mark the second time this month that he has come out against one ofHaslam's plans for higher education in Tennessee.Morgan said last week that he would retire at the end of Januarybecause of the governor's proposal to split off six universities of the Board of Regents system and create separategoverning boards for each of them.In his resignation letter,Morgan called the reorganization"unworkable".46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their faculty's demands.D)It will improve their financial situation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campus management.B)Facilities management by colleges is more cost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise foil control over their own financial affairs.48.Workers'supporters argue that Bill Haslam's proposal would_________.A)deprive colleges of the right to manage their facilitiesB)make workers less motivated in performing dutiesC)render a number of campus workers joblessD)lead to the privatization of campus facilities49.What do we learn from the state spokeswoman's response to John Morgan's decision?A)The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about the outsourcing plan.D)The college spending analysis justifies the outsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee state government.B)He disagreed with the governor on higher education policies.C)He thought the state's outsourcing proposal was simply unworkable.D)He opposed the governor's plan to reconstruct the college board system.Passage TwoQuestions51to55are based on the following passage.Beginning in the late sixteenth century,it became fashionable for young aristocrats to visit Paris,Venice, Florence,and above all,Rome,as the culmination(终极)of their classical education.Thus was born the idea of the Grand Tour,a practice which introduced Englishmen,Germans,Scandinavians,and also Americans to the art and culture of France and Italy for the next300years.Travel was arduous and costly throughout the period,possible only for a privileged class—the same that produced gentlemen scientists,authors,antique experts,and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as wellas some leisure time,some means,and some interest in art.The German traveler Johann Winckelmann pioneered thefield of art history with his comprehensive study of Greek and Roman sculpture;he was portrayed by his friendAnton Raphael Mengs at the beginning of his long residence in Rome.Most Grand Tourists,however,stayed for梦想不会辜负每一个努力的人briefer periods and set out with less scholarly intentions,accompanied by a teacher or guardian,and expected toreturn home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure togreat masterpieces.London was a frequent starting point for Grand Tourists,and Paris a compulsory destination;many traveled tothe Netherlands,some to Switzerland and Germany,and a very few adventurers to Spain,Greece,or Turkey.Theessential place to visit,however,was Italy.The British traveler Charles Thompson spoke for many Grand Touristswhen in1744he described himself as"being impatiently desirous of viewing a country so famous in history,acountry which once gave laws to the world,and which is at present the greatest school of music and painting,contains the noblest productions of sculpture and architecture,and is filled with cabinets of rarities,and collections ofall kinds of historical relics".Within Italy,the great focus was Rome,whose ancient ruins and more recentachievements were shown to every Grand Tourist.Panini's Ancient Rome and Modem Rome represent the sightsmost prized,including celebrated Greco-Roman statues and views of famous ruins,fountains,and churches.Sincethere were few museums anywhere in Europe before the close of the eighteenth century,Grand Tourists often sawpaintings and sculptures by gaining admission to private collections,and many were eager to acquire examples ofGreco-Roman and Italian art for their own collections.In England,where architecture was increasingly seen as anaristocratic pursuit,noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative(唤起回忆的)ruins of Rome to their own country houses and gardens.51.What is said about the Grand Tour?A)It was fashionable among young people of the time.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of college education.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature and interested in art.D)They had enough travel and outdoor-life experience.53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world's greatest masterpieces.B)They got a better understanding of early human civilization.C)They developed an interest in the origin of modem art forms.D)They gained some knowledge of classical art and architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to take back home.B)Europe hardly had any museums before the19th century.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England?A)There appeared more and more Roman-style buildings.B)Many aristocrats began to move into Roman-style villas.C)Aristocrats'country houses all had Roman-style gardens.D)Italian architects were hired to design houses and gardens.Part IV Translation(30minutes)Directions:For this part,you are allowed30minutes to translate a passage from Chinese into English.You shouldwrite your answer on Answer Sheet2.唐朝始于618年，终于907年，是中国历史上最灿烂的时期。
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Part I Writing (30 minutes)Directions: Suppose you are asked to give advice on whether to attend college at home or abroad, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.【参考范文】Whether to Attend College at Home or Abroad?Currently, with studying abroad gains mounting popularity among people, there is a heated debate about whether to attend college at home or abroad. Opinions on this topic vary from person to person. Some see more benefits in studying at home while others claim that studying abroad is a more ideal choice as it’s more challenging.Personally, I am a strong favorer of the latter view. Listed below are the reasons for my advice. First of all, attending college abroad provides an opportunity to broaden one’s experience and mind. You can acquire cross-cultural experiences and gain new perspectives on your chosen field of study. In addition, studying abroad helps you to polish your social skills; you can make friends with different people with different background. Thirdly, overseas studying is conducive to the formation of an independent, autonomous and tenacious personality, which will ultimately benefit the achievement of our life goals.Just as an old saying goes: “It is better to travel thousand miles than to read ten thousand books.” Then studying abroad can not only enable us to reap in our books, but also in our trips. And this is why attending college abroad is a preferable selection for me.Part II Listening Comprehension说明：2017年6月大学英语六级真题全国共考了两套听力。
本套（即第三套）的听力材料与第一套完全一样，只是选项的顺序不同而已，故本套不再重复给出。
Part III Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Half of your brain stays alert and prepared for danger when you sleep in a new place, a study has revealed. This phenomenon is often __26__ to as the“first-night-effect”. Researchers from Brown University found that a network in the left hemisphere of the brain “remained more active” than the network in the right side of the brain. Playing sounds into the right ears (stimulating the left hemisphere) of __27__ was more likely to wake them up than if the noises were played into their left ear.It was __28__ observed that the left side of the brain was more active during deep sleep. When the researchers repeated the laboratory experiment on the second and third nights they found the left hemisphere could not be stimulated in the same way during deep sleep. The researchers explained that the study demonstrated when we are in a __29__ environment the brain partly remains alert so that humans can defend themselves against any __30__ danger.The researchers believe this is the first time that the “first-night-effect”of different brain states has been __31__ in humans. It isn’t, however, the first time it has ever been seen. Some animal __32__ also display this phenomenon. For example, dolphins, as well as other __33__ animals, shut down one hemisphere of the brain when they go to sleep. A previous study noted that dolphins always __34__ control their breathing. Without keeping the brain active while sleeping, they would probably drown. But, as the human study suggest, another reason for dolphins keeping their eyes open during sleep is that they can look out for __35__ while asleep. It also keeps their physiological processes working.A) classified B) consciously C) dramatically D) exotic E) identifiedF) inherent G) marine H) novel I) potential J) predatorsK) referred L) species M) specifically N) varieties O) volunteers26.【解析】K。
空格前是系动词is和副词often，空格后是不定式to，所以此空应该填入一个形容词或者动词的-ed形式。
选项referred符合句意。
be referred to as为固定搭配，意为“被称为”。
故选K。
27.【解析】O。
空格前是名词词组the right ears和介词of ，空格后是系动词was，所以此空应该填入一个表示人的名词，表示所属关系。
选项volunteers符合句意。
故选O。
28.【解析】M。
空格前是系动词was，空格后是动词的-ed形式observed，所以此空应该填入一个副词，修饰observed。
选项specifically符合。
故选M。
29.【解析】H。
空格前是不定冠词a；空格后是名词environment，所以此空应该填入一个形容词。
选项novel符合句意。
故选H。
30.【解析】I。
空格前是代词any ，空格后是名词danger，所以此空应该填入一个形容词。
选项potential符合句意。
故选I。
31.【解析】E。
空格前是现在完成时的标志词has been ，空格后是介词词组in humans，所以此空应该填入一个动词的-ed形式。