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2017年6月英语六级考试试题第3套
Part II Listening Comprehension (30 minutes)
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Part III Reading Comprehension (4 0 minutes)
Section A
Directions: In this section, there is a passage with ten blanks. You are required to sekct one word for
each blank from a list of choices given in a word bank followi the passage. Read the
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passage through carefully before making your choices. Each choice in the bank is i.dentified
by a letter. Please mark the correspondi letter for each item on Answer Sheet 2 with a
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si le line through the centre. You may not use any of the words in the bank more than once.
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Let's all stop judging people who talk to themselves. New research says that those who can't
seem to keep their inner monologues ( � f=1) 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 ___J:J__
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 � to repeat out loud what they were looking for and
the other half kept their lips _lQ___. Those who talked to themselves found the banana slightly faster
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than those who did'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 ___l_L, there's still such a thing as
too much information.
第 1／8页A) apparently I) obscurely
B) arrogance J) sealed
C) brilliance spectators
K)
D) claiming L) trigger
E) dedicated uttering
M)
F) focused volume
N)
G) incur 0) volunteers
H) instructed
Section B
Directions: 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 Sheet 2.
Rich Children and Poor Ones Are Raised Very Differently
A[ ]The lives of children from rich and poorA merican 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 (ltft-�), 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:
第 2／8页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-incoire parents see their children as prjoects in need of careful cultivation, says Annette Lareau,
whose groundbreaking research on the topic was published in her book UT1£qual, Childhoods : Clrus ,
Race and Fanuly 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 to 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 aflluent 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 aflluent
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
第 3／8页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-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.A ddressing 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.
第 4／8页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. 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 past ten years.
Section C
Directions: There are 2 passages in this section. Each passage is fallowed 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
Sheet 2 with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
Tennessee's technical and conmrunity colleges will not outsource (�r@.) 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."
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 fer e to opt in or out of the
outsourcing plan, which has not been finalized.
第 5／8页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 outsoucr ing, 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 the second time this month that he has come out
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against one of Haslam's plans fr 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. C) It has neglected their faculty's demands.
B) It has been flatly rejected by the governor. 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 would ___
A) deprive colleges of the right to manage their facilities
B) make workers less motivated in performing duties
C) render a number of campus workers jobless
D) lead to the privatization of campus facilities
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49. What do we learn from the state spokeswoman's response to Jhn 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.
第 6／8页C)H e thought the state's outsourcing proposal was simply unworkable.
D)H e opposed the governor's plan to reconstruct the college board 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 visit Paris,
Venice, Florence, and above all, Rome, as the culminatwn (��) of their classical education. Thus
was born the idea of the Grand Tour, a practice which introduced Englishmen, Germans,
Scandinavians, and alsoA mericans to the art and cultuer 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
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Jhann 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 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
(��1!!1·tla(i)r uins of Rome to their own country houses and gardens.
51. What is said about the Grand Tour?
A)I t was fashionable among young people of the time.
B)I t was unaffordable for ordinary people.
C)I t produced some famous European artists.
D)I t made a compulsory part of college education.
第 7／8页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)P rivate collections were of greater variety.
55. How did the Grand Tour influence the architecture in England?
A)T here appeared more and more Roman-style buildings.
B) Many aristocrats began to move into Roman-style villas.
C)A ristocrats' 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.
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Part I Writing (30 minutes)
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Directions: S ose you are asked to give advice on whether to attend college at home or
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abroad, write an essay to state your opinion. You are required to write at least 150
words but no more than 200 words.
第 8／8页
