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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.

________________________________________________________________________

PartⅠWriting

Whether 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。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 A

Directions: In this section, there is a passage withten blanks. You are required to select one word fore ach 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 th e corresponding letter for each item on Answer Sheet 2 with a single line throughthe 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, remain__F26focused__ better and show improved perc eption 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(口头的、文字

的） clues to_L_27_trigger（触发、引发、引起、扳机）_ mental pictures helps people function quicker. In one experiment, they showed pictures of various objects to twenty __O28volunteers__ and asked

Themto find just one of those, a banana. Half were _H_29 instructed教育、指示

__ to repeat out loud what they were lookingfor and the other half kept their lips __J30sealed密封、封闭__. Those who talked to themselves found the banana

slightly faster than those who didn't, the researchers say. In other experiments, Lupyan andSwignley found that __M31uttering发音、发声、故意提供

__ the name of a common product when on the hunt for 正在寻找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 __A32apparently__ matured成熟的、到期

的 is not a great sign of __C33brilliance__. The two professors hope to refute反驳、驳斥 that idea, __D34claiming__ that just as when kids walk themselves through aprocess, adults can benefit from u sing 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杂货店 list. At any __N35volume量、体积

__, there's still such athing游泳 as too much information.

A) apparently B) arrogance C) brilliance D) claiming E) dedicated F) focused G) incur H) instructe d I) obscurely J) sealed K) spectators L) trigger M) uttering N) volume O) volunteers

Section B

Directions: In this section, you are going to read a passage with ten statements attached to it. Each st atement 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 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 everbefore.

B) Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school pr ograms, according to a new Pew Research Center survey. There are usually twoparents, who spend a lot of time reading to children and worrying about their anxiety levelsand hectic schedules.

C) In poor families, meanwhile, children tend to spend their time at home or with extended family. T hey are more likely to grow up in neighborhoods that their parents say aren't great forraising children, and their parents worry about them getting shot, beaten up or in trouble withthe law.

D) The class differences in child rearing are growing—a symptom of widening inequality withfar-re aching consequences. Different upbringings set children on different paths and can deepen socioecono mic divisions, especially because education is strongly linked to earnings. Children grow up learning th e skills to succeed in their socioeconomic stratum (阶层), but notnecessarily others.

"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 educationalsuccess and later earnings, early childhood experiences cast a lifelong shadow." The cyclecontinues: Poorer parents have less time and fewer resources to invest in their children, whichcan leave children less prepared for school and work, which leads to lower earni ngs.

F) American parents want similar things for their children, the Pew report and past researchhave foun d: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no bes t parenting style or philosophy, researchers say, and acrossincome groups,

92% of parents say they are doing a good job at raising their children. Yet theyare doing it quite differ ently. Middle-class and higher-income parents see their children asprojects in need of careful cultivati on, says Annette Lareau, whose groundbreaking researchon the topic was published in her book Uneq ual Childhoods: Class, Race and Family Life. Theytry to develop their skills through close supervision and organized activities, and teachchildren to question authority figures and navigate elite instituti ons.

G) Working-class parents, meanwhile, believe their children will naturally thrive, and give themfar gr eater independence and time for free play. They are taught to be compliant and respectful to adult s. There are benefits to both approaches. Working-class children arehappier, more independent, co mplain less and are closer with family members, Ms. Lareaufound. Higher-income children are more li kely to declare boredom and expect their parents to solve their problems. Yet later on, the more aff luent children end up in college and on the wayto the middle class, while working-class children tend to struggle. Children from higher-incomefamilies are likely to have the skills to navigate bureaucracie s and succeed in schools andworkplaces, 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. Willp arents 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 lessmoney to sp end on music class or preschool, and less flexible schedules to take children tomuseums or attend sc hool events. Extracurricular activities reflect the differences in childrearing 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 haveparticipated in organized sports over the past year,

64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earnin g less than $30,000, 59% ofchildren 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 p arents enrolled their children in arts classes before they were 5, compared with one-fifth of low-incom e, less- educated parents. Nonetheless,

20% of well-off parents say theirchildren's schedules are too hectic, compared with 8% of poorer pare nts.

K) Another example is reading aloud, which studies have shown gives children biggervocabularies and better reading comprehension in school.

71% of parents with a college degreesay they do it every day, compared with 33% of those with a hig h school diploma or less. Whiteparents are more likely than others to read to their children daily, as ar e married parents. Most affluent parents enroll their children in preschool or day care, while low-inco me parents aremore likely to depend on family members. Discipline techniques vary by education lev el:

8% ofthose with a postgraduate degree say they often beat their children, compared with 22% ofthos e with a high school degree or less.

L) The survey also probed attitudes and anxieties. Interestingly, parents' attitudes towardeducation d o not seem to reflect their own educational background as much as a belief in theimportance of educ ation 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 parentssay 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 believethat ther e is no such thing as too much involvement in a child's education. Parents who arewhite, wealthy or college- educated say too much involvement can be bad. Parental anxieties reflect their circumstanc es. High- earning parents are much more likely to say they live in agood neighborhood for raising chil dren. While bullying is parents' greatest concern over all, nearly half of low-income parents worry thei r child will get shot, compared with one-fifth ofhigh-income parents. They are more worried about thei r children being depressed or anxious.

N) In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell right be tween working-class and high-earning parents on issues like the quality of theirneighborhood for raisi ng children, participation in extracurricular activities and involvement in their children' s educatio n.

O) Children were not always raised so differently. The achievement gap between children fromhigh- and low-income families is 30-40% larger among children born in 2001 than those born25 years earlie r, according to Mr. Reardon's research. People used to live near people ofdifferent income levels; neig hborhoods are now more segregated by income. More than aquarter of children live in single-parent households—a historic high, according to Pew—andthese children are three times as likely to live in po verty as those who live with marriedparents. Meanwhile, growing income inequality has coincided wi th the increasing importanceof 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, evenas inco me inequality has grown, some of the socioeconomic differences in parenting, likereading to children and going to libraries, have narrowed.

Q) Public policies aimed at young children have helped, including public preschool programs andreadin g 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.G

37. American parents, whether rich or poor, have similar expectations of their children despitedifferen t ways of parenting.F

38. While rich parents are more concerned with their children's psychological well-being, poor pare nts are more worried about their children's safety.M

39. The increasing differences in child rearing between rich and poor families reflect growing social in equality.D

40. Parenting approaches of working-class and affluent families both have advantages.G

41. Higher-income families and working-class families now tend to live in differentneighborhoods.O

42. Physical punishment is used much less by well-educated parents.K

43. Ms. Lareau doesn't believe participating in fewer after-class activities will negatively affect children 's development.H

44. Wealthy parents are concerned about their children's mental health and busy schedules.B

45. Some socioeconomic differences in child rearing have shrunk in the past ten years.P

Section C

Directions: There are 2 passages in this section. Each passage is followed by some questionsor unfini shed statements. For each of them there are four choices marked A), B), C) and D). You should decid e on the best choice and mark the corresponding letter on Answer Sheet 2 witha single line through th e centre.

Passage One

Questions 46 to 50 are based on the following passage.

Tennessee's technical and community colleges will not outsource (外

包) management of theirfacilities to a private company, a decision one leader said was bolstered by a n analysis ofspending at each campus.

In an email sent Monday to college presidents in the Tennessee Board of Regents system, outgoing C hancellor John Morgan said an internal analysis showed that each campus'spending on facilities man agement fell well below the industry standards identified by thestate. Morgan said those findings—w hich included data from the system's 13 community colleges,

27 technical colleges and six universities—were part of the decision not to moveforward with Gover nor Bill Haslam's proposal to privatize management of state buildings in aneffort to save money. "While these numbers are still being validated by the state, we feel any adjustments they mightsugge st will be immaterial," Morgan wrote to the presidents.

"System institutions areoperating very efficiently based on this analysis, raising the question of the value of pursuinga broad scale outsourcing initiative."

Worker's 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 theout souring pl an, which has not been finalized.

Morgan notified the Haslam administration of his decision to opt out in a letter sent lastweek. That letter, which includes several concerns Morgan has with the plan, was originallyobtained by The Comm ercial Appeal in Memphis.

In an email statement from the state's Office of Customer Focused Government, which isexamining t he possibility of outsourcing, spokeswoman Michelle R. Martin said officials were stillworking to analyz e the data from the Board of Regents. Data on management expenses at thecollege system and in oth er state departments will be part of a "business justification" thestate 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 justifi cation and expects to have that completed and available to the public at the end ofFebruary," Martin said. "At this time there is nothing to take action on since the analysis hasyet to be completed." Morgan's comments on outsourcing mark the second time this month that he has come outagainst on e of Haslam's plans for higher education in Tennessee. Morgan said last week that hewould retire at th e end of January because of the governor's proposal to split off sixuniversities of the Board of Regen ts system and create separate governing boards for each ofthem. In his resignation letter, Morgan c alled 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揭示、透露?

A) Private companies play a big role in campus management.

B) Facilities设施、设备、工具 management by colleges is more cost-effective划算的、成本效益好的.

C) Facilities management has greatly improved in recent years.

D) Colleges exercise foil花剑、挫折、失败control over their own financial affairs.

48. Workers' supporters argue that Bill Haslam's proposal提议、建议would _________.

A) deprive剥夺、夺去 colleges of the right to manage their facilities

B) make workers less motivated in performing duties

C) render使得、给与、渲染 a number of campus workers jobless失业的、无业的

D) lead to the privatization of campus facilities

49. What do we learn from the state spokeswoman's response to John Morgan's decision?

A) The outsourcing plan is not yet finalized.完成、使结束

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辞职、放弃?

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反对、对抗 the governor's领导者、统治者 plan to reconstruct重建、改造 the college board 大学理事会 system.

Passage Two

Questions 51 to 55 are based on the following passage.

Beginning in the late sixteenth century, it became fashionable for young aristocrats to visitParis, Ven ice, Florence, and above all, Rome, as the culmination (终

极) of their classicaleducation. 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 fo r thenext 300 years. Travel was arduous and costly throughout the period, possible only for aprivileg ed class—the same that produced gentlemen scientists, authors, antique experts, andpatrons 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 Germantraveler Johann Winc kelmann pioneered the field of art history with his comprehensive studyof Greek and Roman sculpt ure; he was portrayed by his friend Anton Raphael Mengs at thebeginning of his long residence in Ro me. Most Grand Tourists, however, stayed for brieferperiods and set out with less scholarly intention s, accompanied by a teacher or guardian, andexpected to return home with souvenirs of their travels as well as an understanding of art andarchitecture 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. TheBritish traveler Charles Thom

pson spoke for many Grand Tourists when in 1744 he describedhimself as "being impatiently desirous of viewing a country so famous in history, a countrywhich once gave laws to the world, and which is a t present the greatest school of music andpainting, contains the noblest productions of sculpture and architecture, and is filled withcabinets of rarities, and collections of all kinds of historical relics". Withi n Italy, the great focuswas Rome, whose ancient ruins and more recent achievements were shown to every GrandTourist. Panini's Ancient Rome and Modem Rome represent the sights most prized, includi ng 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, GrandTourists ofte n saw paintings and sculptures by gaining admission to private collections, andmany were eager to ac quire examples of Greco-Roman and Italian art for their own collections. In England, where architectu re was increasingly seen as an aristocratic pursuit, noblemen oftenapplied 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付不起的、承担不起的 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共同的、共有的?

A) They had much geographic knowledge.

B) They were courageous and venturesome.

C) They were versed精通的、熟练的 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古典艺术 and architecture建筑学.

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 AnswerSheet 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。

The Tang Dynasty, which dated from 618 and ended in 907, was the most prosperous繁荣的、兴的 period inChinese history. After nearly three hundred years of development, it had become the most flourishing蓬勃、繁荣、兴盛

的 power around the world, with its capital Chang'an as the largest metropolis大都市、首

府 in theworld. China during that period was embodied in the booming economy, thriving comm erce, stable social order and even the open borders. As urbanization城市化、都市

化 gained its momentum andwealth accumulated累计

的, art and literature also flourished. Li Bai and Du Fu were poets distinguished杰出的、卓越

的 for their concise and natural writing style. Their poetry struck a chord withscholars as well as ordinary people. Even today, many of their poems are still widely read and

recited by children and adults.

英语六级真题及答案解析

20XX年6月大英语六级考试真题及答案解析 Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a short essay on living in the virtual world. Try to imagine what will happen when people spend more and more time in the virtual world instead of interacting in the real world. You are required to write at least 150 words but no more than 200 words. Part II Listening Comprehension (30 minutes) Section A Directions: 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)Project organizer B)Public relations officer. C)Marketing manager. D)Market research consultant. 2.A)Quantitative advertising research. B)Questionnaire design. C)Research methodology. D)Interviewer training. 3.A)They are intensive studies of people’s spending habits. B)They examine relations between producers and customers. C)They look for new and effective ways to promote products. D)They study trends or customer satisfaction over a long period. 4.A)The lack of promotion opportunity. B)Checking charts and tables. C)Designing questionnaires. D)The persistent intensity. Questions 5 to 8 are based on the conversation you have just heard. 5.A)His view on Canadian universities. B)His understanding of higher education. C)His suggestions for improvements in higher education. D)His complaint about bureaucracy in American universities. 6.A)It is well designed. B)It is rather inflexible.

2017年6月英语六级真题及答案(部分)

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大学英语六级CET6真题及答案

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2017年6月大学英语六级真题+答案解析全三套

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