2017年06大学英语六级考试真题第二套.pdf

《2017年06大学英语六级考试真题第二套.pdf》由会员分享，可在线阅读，更多相关《2017年06大学英语六级考试真题第二套.pdf（13页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、2017年 06 月大学英语六级考试真题( 第 2 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.Part II Listening Comprehension说明： 201

2、7 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 pas

3、sage. 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

4、 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 rig

5、ht 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

6、the laboratory experiment on the second 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 1 页，共 13 页 - - - - - - - - - - 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

7、 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 eve

8、r 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, th

9、ey 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) inher

10、ent G) marine H) novel I) potential J) predatorsK) referred L) species M) specifically N) varieties 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

11、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 Sheet 2.Elite Math Competitions Struggle to Diversify Their Talent Pool精品资料 - - - 欢迎下载 - - - - - - -

12、- - - - 欢迎下载 名师归纳 - - - - - - - - - -第 2 页，共 13 页 - - - - - - - - - - A Interest in elite high school math competitions has grown in recent years, and in light of last summer s . win at the International Math Olympiad (IMO) -the first for an American team in more than two decades the trend is likely

13、 to continue.B But will such contests, which are overwhelmingly dominated by Asian and white students from middle-class and affluent families, become any more diverse? Many social and cultural factors play roles in determining which promising students get on the path toward international math recogn

14、ition. But efforts are in place to expose more black, Hispanic, and low-income students to advanced math, in the hope that the 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 something, its di

15、fficult for other people to break into it,” said Po -Shen Loh, the head coach of last years winning . Math Olympiad team. Participation grows through friends and networks and if “you realize thats how they re growing, you can start to take action ” and bring in other students, he said.D Most of the

16、training for advanced-math competitions happens outside the confines 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 competiti

17、ons including those that eventually lead to the IMOis a middle school program called Math Counts. About 100,000 students around the country participate in the programs competition series, which culminates in a national game-show-style contest held each May. The most recent one took place last week i

18、n Washington, . Students join a team through their schools, which provide a volunteer coach and pay a nominal fee to send students 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 3 页，共 13 页 - - - - - - - - - - to regional and state competitions. The 224 students who make it to t

19、he national competition get an all-expenses- paid trip.F Nearly all members of last years winning . IMO team took part in Math Counts as middle school students, as did Loh, the coach. “Middle school is an important age because students have enough math capability to solve advanced problems, but they

20、 havent really decided what they want to do with their lives,” said Loh. “They often get hooked then.”G Another influential feeder for advanced-math students is an online school called Art of Problem Solving, which began about 13 years ago and now has 15,000 users. Students use forums to chat, play

21、games, and solve problems together at no cost, or they can pay a few hundred dollars to take courses with trained teachers. According to Richard Rusczyk, the company founder, the six . team members who competed at the IMO last year collectively took more than 40 courses on the site. Parents of advan

22、ced- math students and Math Counts coaches say the children are on the website constantly.H There are also dozens of summer campsmany attached to universitiesthat aim to prepare elite math students. Some are pricey-a three-week intensive program can cost $4,500 or morebut most offer scholarships. Th

23、e Math Olympiad Summer Training Program is a three-week math camp held by the Mathematical Association of America that leads straight to the international championship and is free for those who make it. Only about 50 students are invited based on their performance on written tests and at the USA Mat

24、h Olympiad.I Students in university towns may also have access to another lever for involvement in accelerated math: math circles. In these groups, which came out of an Eastern European tradition of developing young talent, professors teach promising K-12 students advanced mathematics for several ho

25、urs after school or on weekends. 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 4 页，共 13 页 - - - - - - - - - - The Los Angeles Math Circle, held at the University of California, Los Angeles, began in 2007 with 20 students and now has more than 250. “These math circles cost noth

26、ing, or they re very cheap for students to get involved in, but you have to know about them,” said Rusczyk. “Most people would love to get students from more underserved populations, but they just cant get them in the door. Part of it is communication; part of it is transportation.”J It s no secret

27、in the advanced-math community that diversity is a problem. According to Mark Saul, the director of competitions for the Mathematical Association of America, not a single African-American or Hispanic student-and only a handful of girls-has ever made it to the Math Olympiad team in its 50 years of ex

28、istence. Many schools simply dont prioritize academic competitions. “Do you know who we have to beat?” asked Saul. “The football team, the basketball team- that s our competition for resources, student time, attention, school dollars, parent efforts, school enthusiasm.”K Teachers in low-income urban

29、 and rural areas with no history of participating in math competitions may not know about advanced-math opportunities like Math Countsand 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 students involved in accel

30、erated math. A New York City-based nonprofit called Bridge to Enter Mathematics runs a residential summer program aimed at getting underserved students ，mostly black and Hispanic, working toward math and science careers. The summer after 7th grade, students spend three weeks on a college campus stud

31、ying advanced math for seven hours a day. Over the next five years, the group helps the students get into other elite summer math programs, high-performing high schools, and eventually college. About 250 students so far have gone through the program, which receives funding from the Jack Kent Cooke F

32、oundation.精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 5 页，共 13 页 - - - - - - - - - - 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

33、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 their schools. “We want to reach parents

34、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 Challenge. Schools or teachers who sign up for the National Math Club receive a kit full o

35、f activities and resources, but theres no special teacher training and no competition attached.O The Math Video Challenge is a competition, but a collaborative one. Teams of four students make a video illustrating a math problem and its real-world application. After the high- pressure Countdown roun

36、d at this years national Math Counts competition, in which the top 12 students went head to head solving complex problems in rapid fire, the finalists for the Math Video Challenge took the stage to show their videos. The demographics of that group looked quite different from those in the competition

37、 round-of the 16 video finalists, 13 were girls and eight were African-American students. The video challenge does not put individual students on the hot seat-so its less intimidating by design. It also adds the element of artistic creativity to attract a new pool of students who may not see themsel

38、ves as “math people ”.36. Middle school is a crucial period when students may become keenly interested in advanced mathematics.精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 6 页，共 13 页 - - - - - - - - - - 37. Elite high school math competitions are attracting more interest thro

39、ughout the United States.38. Math circles provide students with access to advanced-math training 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 underserved students le

40、arn advanced math.41. Winners of local contests will participate in the national math competition for free.42. Many schools dont place academic competitions at the top of their priority list.43. Contestants of elite high school math competitions are mostly Asian and white students from well-off fami

41、lies.44. Some math training programs primarily focus on raising students math scores.45. Some intensive summer programs are very expensive but most of them provide scholarships.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished stateme

42、nts. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.Passage One精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 7 页，共 13 页 - - - - - -

43、 - - - - Questions 46 to 50 are 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. Independence came in tying, wrapping, storing, harmonizing, and rationalizing

44、that wardrobe. These designers established the modem dress code, letting playsuits and other active wear outfits suffice for casual clothing, allowing pants to enter the wardrobe, and prizing rationalism and versatility in dress, in contradiction to dressing for an occasion or allotment of the day.

45、Fashion in America was logical and answerable to the will of the women who wore it. Implicitly or explicitly, American fashion addressed a democracy, whereas traditional Paris-based fashion was prescriptive and imposed on women, willing or not.In an earlier time, American fashion had also followed t

46、he dictates of Paris, or even 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

47、business commitment were to sportswear, and the distinctive traits were problem-solving ingenuity and realistic lifestyle applications. Ease of care was most important: summer dresses and outfits, in particular, were chiefly cotton, readily capable of being washed and pressed at home. Closings were

48、simple, practical, and accessible, as the modem woman depended on no personal maid to dress her. American designers prized resourcefulness and the freedom of women who wore the clothing.Many have argued that the women designers of this time were able to project their own clothing values into a new s

49、tyle. Of course, much of this argument in the 1930s-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 精品资料 - - - 欢迎下载 - - - - - - - - - - - 欢迎下载 名师归纳 - - - - - - - - - -第 8 页，共 13 页 - - - - - - - -

50、- - beauty was also to some degree slighted. Designer sportswear would have to be verified by a standard 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 was ultimately to be mentioned as well, especially