2017年6月大学英语六级考试真题（第3套）Part IWriting(30 minutes)Directions:Suppose you are asked to give advice on whether to attend college at home orabroad,write an essay to state your opinion.You are required to write at least 150words but no more than 200 words.PartⅡListening Comprehension(30 minutes)说明：由于2017年6月六级考试全国共考了2套听力，本套真题听力与前2套内容完全一样，只是顺序不一样，因此在本套真题中不再重复出现。PartⅢReading Comprehension(40 minutes)Section ADirections:In this section,there is a passage with ten blanks.You are required to select one wordfor each blank from a list of choices given in a word bank following the passage.Read thepassage through carefully before making your choices.Each choice in the bank isidentified by a letter.Please mark the corresponding letter for each item on AnswerSheet 2 with a single line through the centre.You may not use any of the words in thebank more than onceQuestions 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 seemto keep their inner monologues (in are actually more likely to stay on task,remain 26 betterand show improved perception capabilities.Not bad,really,for some extra muttering.According to a series of experiments published in the Quarterly Journal of ExperimentalPsychology by professors Gary Lupyan and Daniel Swignley,the act of using verbal clues to 27mental pictures helps people function quicker.In one experiment,they showed pictures of various objects to twenty 28 and asked them tofind just one of those,a banana.Half were 29 to repeat out loud what they were looking for andthe other half kept their lips 30.Those who talked to themselves found the banana slightly fasterthan those who didn't,the researchers say.In other experiments,Lupyan and Swignley found that31 the name of a common product when on the hunt for it helped quicken someone's pace,buttalking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children leam,although doing so when you've 32 matured is not a great sign of 33.The two professors hopeto refute that idea,34 that just as when kids walk themselves through a process,adults can benefitfrom 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,keepthe information you share simple,like a grocery list.At any 35,there's still such a thing as toomuch information.A)apparentlyI)obscurelyB)arroganceJ)sealedC)brillianceK)spectatorsD)claimingL)triggerE)dedicatedM)utteringF)focusedN)volumeG)incurO)volunteersH)instructed2017.6/1(第3套)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 paragraphfrom 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 thecorresponding letter 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.Well-off families are ruled by calendars,with children enrolled in ballet,soccer and after-schoolprograms,according to a new Pew Research Center survey.There are usually two parents,whospend 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 raisingchildren,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 deepensocioeconomic divisions,especially because education is strongly linked to eamings.Children growup leaming the skills to succeed in their socioeconomic stratum ()but not necessarily others.[E]"Early childhood experiences can be very consequential for children's long-term social,emotionaland cognitive development,"said Sean Reardon,professor of poverty and inequality in educationat Stanford University."And because those influence educational success and later eamings,earlychildhood experiences cast a lifelong shadow."The cycle continues:Poorer parents have lesstime and fewer resources to invest in their children,which can leave children less prepared forschool and work,which leads to lower eamings.[F]American parents want similar things for their children,the Pew report and past research havefound:for them to be healthy and happy,honest and ethical,caring and compassionate.There isno best parenting style or philosophy,researchers say,and across income groups,92%of parentssay 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 carefulcultivation,says Annette Lareau,whose groundbreaking research on the topic was published inher book Unequal Childhoods:Class,Race and Family Life.They try to develop their skillsthrough close supervision and organized activities,and teach children to question authority figuresand navigate elite institutions.[G]Working-class parents,meanwhile,believe their children will naturally thrive,and give them fargreater independence and time for free play.They are taught to be compliant and respectful toadults.There are benefits to both approaches.Working-class children are happier,moreindependent,complain less and are closer to family members,Ms.Lareau found.Higher-incomechildren are more likely to declare boredom and expect their parents to solve their problems.Yetlater on,the more affluent children end up in college and on the way to the middle class,whileworking-class children tend to struggle.Children from higher-income families are likely to havethe 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 somestrategies give children more advantages than others in institutions?Probably they do.Will parentsbe 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 tospend on music class or preschool,and less flexible schedules to take children to museums orattend school events.Extracurricular activities reflect the differences in child rearing in the Pewsurvey,which was of a nationally representative sample of 1,807 parents.Of families earningmore than 75,000 a year,84%say their children have participated in organized sports over thepast year,64%have done volunteer work and 62%have taken lessons in music,dance or art.Offamilies eaming 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-graduateparents 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'sschedules 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 itevery day,compared with 33%of those with a high school diploma or less.White parents aremore likely than others to read to their children daily,as are married parents.Most affluent2017.6/2(第3套)parents enroll their children in preschool or day care,while low-income parents are more likely todepend 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 highschool degree or less.[L]The survey also probed attitudes and anxieties.Interestingly,parents'attitudes toward educationdo not seem to reflect their own educational background as much as a belief in the importance ofeducation for upward mobility.Most American parents say they are not concemed about theirchildren's grades as long as they work hard.But 50%of poor parents say it is extremely importantto 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 theircircumstances.High-earning parents are much more likely to say they live in a good neighborhoodfor raising children.While bullying is parents'greatest concem over all,nearly half of low-incomeparents worry their child will get shot,compared with one-fifth of high-income parents.They aremore worried about their children being depressed or anxious.[N]In the Pew survey,middle-class families eaming between $30,000 and $75,000 a year fell rightbetween working-class and high-eaming parents on issues like the quality of their neighborhood forraising 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-andlow-income families is 30-40%larger among children bom in 2001 than those bom 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-and these children are three times as likely tolive in poverty as those who live with maried parents.Meanwhile,growing income inequality hascoincided with the increasing importance of a college degree for eaming a middle-dass wage.[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 tochildren and going to libraries,have narrowed.[Q]Public policies aimed at young children have helped,including public preschool programs andreading initiatives.Addressing differences in the earliest years,it seems,could reduce inequalityin the next generation.36.Working-class parents teach their children to be obedient and show respect to adults37.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 parentsare more worried about their children's safety.39.The increasing differences in child rearing between rich and poor families reflect growing socialinequality40.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 neighborhoods42.Physical punishment is used much less by well-educated parents.43.Ms.Lareau doesn't believe participating in fewer after-class activities will negatively affectchildren's development44.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 questions orunfinished statements.For each of them there are four choices marked A),B),C)andD).You should decide on the best choice and mark the corresponding letter on AnswerSheet 2 with 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 (management of theirfacilities to a private company,a decision one leader said was bolstered by an analysis of spending ateach campusIn an email sent Monday to college presidents in the Tennessee Board of Regents system,outgoingChancellor John Morgan said an internal analysis showed that each campus'spending on facilities2017.6/3(第3套)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 sixuniversities-were part of the decision not to move forward with Governor Bill Haslam's proposal toprivatize 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 mightsuggest will be immaterial,"Morgan wrote to the presidents."System institutions are operating veryefficiently based on this analysis,raising the question of the value of pursuing a broad scale outsourcinginitiative.Workers'advocates have criticized Haslam's plan,saying it would mean some campus workerswould lose their jobs or benefits.Haslam has said colleges would be free to opt in or out of theoutsourcing plan,which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week.Thatletter,which includes several concerns Morgan has with the plan,was originally obtained by TheCommercial Appeal in Memphis.In an email statement from the state's Office of Customer Focused Government,which isexamining the possibility of outsourcing,spokeswoman Michelle R.Martin said officials were stillworking to analyze the data from the Board of Regents.Data on management expenses at the collegesystem and in other state departments will be part of a "business justification"the state will use asofficials deliberate the specifics of an outsourcing plan."The state's facilities management project team is still in the process of developing its businessjustification 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 againstone of Haslam's plans for higher education in Tennessee.Morgan said last week that he would retire atthe end of January because of the governor's proposal to split off six universities of the Board ofRegents 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 govemor.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's proposal wouldA)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 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 (of their classical education.Thuswas 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 same2017.6/4(第3套)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 Latinliterature as well as some leisure time,some means,and some interest in art.The German travelerJohann Winckelmann pioneered the field of art history with his comprehensive study of Greek andRoman sculpture;he was portrayed by his friend Anton Raphael Mengs at the beginning of his longresidence in Rome.Most Grand Tourists,however,stayed for briefer periods and set out with lessscholarly intentions,accompanied by a teacher or guardian,and expected to retum home withsouvenirs 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:manytraveled 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 CharlesThompson spoke for many Grand Tourists when in 1744 he described himself as "being impatientlydesirous of viewing a country so famous in history,a country which once gave laws to the world,andwhich is at present the greatest school of music and painting,contains the noblest productions ofsculpture and architecture,and is filled with cabinets of rarities,and collections of all kinds ofhistorical 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 representthe 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 theeighteenth century,Grand Tourists often saw paintings and sculptures by gaining admission to privatecollections,and many were eager to acquire examples of Greco-Roman and Italian art for their owncollections.In England,where architecture was increasingly seen as an aristocratic pursuit,noblemenoften applied what they learned from the villas of Palladio in the Veneto and the evocativeruins 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 education52.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 experience53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world's greatest masterpiecesB)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 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 IVTranslation(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。经过近三百年的发展，唐代中国成为世界上最繁荣的强国，其首都长安是当时世界上最大的都市。这一时期，经济发达、商业繁荣、社会秩序稳定，甚至边境也对外开放。随着城市化和财富的增加，艺术和文学也繁荣起来。李白和杜甫是以作品简洁自然而著称的诗人。他们的诗歌打动了学者和普通人的心。即使在今天，他们的许多诗歌仍广为儿童及成人阅读背诵。2017.6/5(第3套)