1、机密*启用前大 学 英 语 六 级 考 试COLLEGE ENGLISH TESTBand Six(2017年6月第3套)试 题 册敬 告 考 生一、在答题前，请认真完成以下内容:1. 请检查试题册背面条形码粘贴条、答题卡的印刷质量，如有问题及时向监考员反映，确认无误后完成以下两点要求。2. 请将试题册背面条形码粘贴条揭下后粘贴在答题卡1的条形码粘贴框内，并将姓名和准考证号填写在试题册背面相应位置。3. 请在答题卡1和答题卡2指定位置用黑色签字笔填写准考证号、姓名和学校名称，并用HB-2B铅笔将对应准考证号的信息点涂黑。二、在考试过程中，请注意以下内容:1. 所有题目必须在答题卡上规定位置作答
2、，在试题册上或答题卡上非规定位置的作答一律无效。2. 请在规定时间内在答题卡指定位置依次完成作文、听力、阅读、翻译各部分考试，作答作文期间不得翻阅该试题册。听力录音播放完毕后，请立即停止作答，监考员将立即收回答题卡1，得到监考员指令后方可继续作答。3. 作文题内容印在试题册背面，作文题及其他主观题必须用黑色签字笔在答题卡指定区域内作答。4. 选择题均为单选题，错选、不选或多选将不得分，作答时必须使用HB-2B铅笔在答题卡上相应位置填涂，修改时须用橡皮擦净。三、以下情况按违规处理:1. 未正确填写(涂)个人信息，错贴、不贴、毁损条形码粘贴条。2. 未按规定翻阅试题册、提前阅读试题、提前或在收答题
3、卡期间作答。3. 未用所规定的笔作答、折叠成毁损答题卡导致无法评卷。4. 考试期间在非听力考试时间佩戴耳机。全国大学英语四、六级考试委员会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 wor
4、ds.Part II Listening Comprehension (25 minutes)特别说明：由于 2017 年 6月六级考试全国共考了 2 套听力，本套听力试题同第1套或第2套试题一致，因此在本套真题中不再重复出现。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 cho
5、ices given in a word bank following the passage. 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 wo
6、rds in the bank more than once.Lets all stop judging people who talk to themselves. New research says that those who cant seem to keep their inner monologues (独白) in are actually more likely to stay on task, remain _26_ better and show improved perception capabilities. Not bad, really, for some extr
7、a 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 _27_ mental pictures helps people function quicker.In one experiment, they showed pictures of various objects
8、 to twenty _28_ and asked them to find just one of those, 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, L
9、upyan and Swignley found that _31_ the name of a common product when on the hunt for it helped 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 so
10、when youve _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 ke
11、ep the talking at library tones and, whatever you do, keep the information you share simple, like a grocery list. At any _35_, theres still such a thing as too much information.10A) apparently B) arrogance C) brilliance D) claiming E) dedicated F) focused G) incur H) instructedI) obscurelyJ) sealed
12、K) spectators L) trigger M) uttering N) volume 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 paragraph from which the information is derived. You
13、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 DifferentlyA) The lives of children from rich and poor American families look more different than ever
14、 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 schedu
15、les.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 arent great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law.D) Th
16、e class differences in child rearing are growinga 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 sk
17、ills to succeed in their socioeconomic stratum (阶层), but not necessarily others.E) Early childhood experiences can be very consequential for childrens long-term social, emotional and cognitive development, said Sean Reardon, professor of poverty and inequality in education at Stanford University. An
18、d 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 e
19、arnings.F) American parents want similar things for their children, the Pew report and past research have found: 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 s
20、ay 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 careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Chi
21、ldhoods: Class, Race and Family 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
22、 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 with family members, Ms. Lareau found. Higher-income children are more
23、 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 bu
24、reaucracies 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 fewe
25、r 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
26、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
27、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 affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes b
28、efore 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 poorer parents.K) Another example is reading aloud, which studies have shown gives children bigger vocabularies and
29、 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 affluent parents enroll their
30、 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 postgraduate degree say they often beat their children, compared with 22% of those with a high school degree or less.L) The surv
31、ey 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 childrens grades as l
32、ong 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
33、involvement in a childs 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 paren
34、ts 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 yea
35、r 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
36、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. Reardons research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children
37、live in single-parent householdsa historic high, according to Pewand 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 wa
38、ge.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 helpe
39、d, 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,
40、have similar expectations of their children despite different ways of parenting.38. While rich parents are more concerned with their childrens psychological well-being, poor parents are more worried about their childrens safety.39. The increasing differences in child rearing between rich and poor fa
41、milies 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. L
42、areau doesnt believe participating in fewer after-class activities will negatively affect childrens development.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 CDire
43、ctions: There are 2 passages in this section. Each passage is followed 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
44、 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 a private company, a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday
45、 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 findingswhich included data from the
46、systems 13 community colleges, 27 technical colleges and six universitieswere part of the decision not to move forward with Governor 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 adj
47、ustments 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 Haslams plan, saying it woul
48、d mean some campus workers would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the out souring plan, which has not been finalized.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 states Office of Customer Focused
