2017年6月大学英语六级真题（卷三）.pdf

2017 年 5 月大学英语六级考试真题（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 tostate your opinion. You are required to write at least 150 words but no more than 200 words.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 blankfrom a list of choices given in a word bank following the passage. Read the passage through carefully before makingyour choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item onAnswer Sheet 2 with a single line through 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.Lets all stop judging people who talk to themselves. New research says that those who cant seem to keep theirinner monologues (独白) in are actually more likely to stay on task, remain _26_ better and show improvedperception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology byprofessors Gary Lupyan and Daniel Swignley, the act of using verbal clues to _27_ mental pictures helps peoplefunction quicker.In one experiment, they showed pictures of various objects to twenty _28_ and asked them to find just one ofthose, 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 didnt, the researchers say.In other experiments, Lupyan and Swignley found that _31_ the name of a common product when on the hunt for ithelped quicken someones 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 sowhen youve _32_ matured is not a great sign of _33_. The two professors hope to refute that idea, _34_ thatjust 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 theinformation you share simple, like a grocery list. At any _35_, theres still such a thing as too much information.A) apparentlyB) arroganceC) brillianceD) claimingE) dedicatedF) focusedG) incurH) instructedI) obscurelyJ) sealedK) spectatorsL) triggerM) utteringN) volumeO) volunteersSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement containsinformation given in one of the paragraphs. Identify the paragraph from which the information is derived. You maychoose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking thecorresponding letter on Answer Sheet 2.Rich Children and Poor Ones Are Raised Very DifferentlyA) The lives of children from rich and poorAmerican 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 tochildren 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 morelikely to grow up in neighborhoods that their parents say arent great for raising children, and their parents worryabout them getting shot, beaten up or in trouble with the law.D) The class differences in child rearing are growinga 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 theirsocioeconomic stratum (阶层), but not necessarily others.E) Early childhood experiences can be very consequential for childrens long-term social, emotional and cognitivedevelopment, said Sean Reardon, professor of poverty and inequality in education at Stanford University. Andbecause 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 leavechildren 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 tobe 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. Yetthey are doing it quite differently. Middle-class and higher-income parents see their children as projects in need ofcareful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her bookUnequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision andorganized 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 toboth approaches. Working-class children are happier, more independent, complain less and are closer with familymembers, Ms. Lareau found. Higher-income children are more likely to declare boredom and expect their parents tosolve 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 tonavigate 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 childrenmore advantages than others in institutions? Probably they do. Will parents be damaging children if they have onefewer 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 musicclass or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricularactivities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organizedsports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Offamilies earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have takenarts classes.J) Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolledtheir 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 childrens schedules are too hectic, compared with 8% of poorerparents.K) Another example is reading aloud, which studies have shown gives children bigger vocabularies and better readingcomprehension in school. 71% of parents with a college degree say they do it every day, compared with 33% of thosewith a high school diploma or less. White parents are more likely than others to read to their children daily, as aremarried parents. Most affluent parents enroll their children in preschool or day care, while low-income parents aremore likely to depend on family members. Discipline techniques vary by education level: 8% of those with apostgraduate 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 toreflect 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 childrens 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% ofwealthier parents.M) Less-educated parents, and poorer and black and Latino parents are more likely to believe that there is no suchthing as too much involvement in a childs education. Parents who are white, wealthy or college- educated say toomuch involvement can be bad. Parental anxieties reflect their circumstances. High- earning parents are much morelikely 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 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 is 30-40% larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardonsresearch. 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 householdsa historic high, according to Pewandthese 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 childrens psychological well-being, poor parents are moreworried about their childrens 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. Lareau doesnt believe participating in fewer after-class activities will negatively affect childrensdevelopment.44. Wealthy parents are concerned about their childrens 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 questions or unfinishedstatements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choiceand mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessees technical and community colleges will not outsource (外包) management of their facilities to aprivate 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 findingswhich included data from the systems 13community colleges, 27 technical colleges and six universitieswere part of the decision not to move forward withGovernor Bill Haslams 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.Workers advocates have criticized Haslams 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.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 CommercialAppeal in Memphis.In an email statement from the states 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 states 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.Morgans comments on outsourcing mark the second time this month that he has come out against one ofHaslams plans for higher education in Tennessee. Morgan said last week that he would retire at the end of Januarybecause of the governors 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