2017年大学英语六级三套真题答案解析
2017年6月大学英语六级考试真题（第1套）Section ADirections : In this sect ion, you will hear two long con versati ons. At the end of each con versati on, youwill hear four questions. Both the conversation and the questions will be spoken only once. Afteryou hear a questi on, you must choose the best an swer from the four choices marked A), B), C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through thecen tre.Questions 1 to 4 are based on the conversation you have just heard.1. A) He would feel insulted.C) He would be embarrassed.2. A) They are worthy of a prize.C) They make good reading.3. A) He seldom writes a book straight through.B) He writes several books simultaneously.C) He draws on his real-life experiences.D) He often turns to his wife for help.4. A) Writing a book is just like watching a football match.B) Writers actually work every bit as hard as footballers.C) He likes watching a football match after finishing a book.D) Un like a football match, there is no end to writ ing a book.Questions 5 to 8 are based on the conversation you have just heard.5. A) Achievements of black male athletes in college.B) Financial assistanee to black athletes in college.C) High college dropout rates among black athletes.D) Undergraduate enrollments of black athletes.6. A) They display great tale nt in every kind of game.B) They are better at sports than at academic work.C) They have difficulty finding money to complete their studies.D) They make money for the college but often fail to earn a degree.7. A) About 15%.C) Slightly over 50%.8. A) Coaches lack the incentive to graduate them.B) College degrees do not count much to them.C) They have little interest in academic work.D) Schools do not deem it a serious problem. Section BDirections: In this sect ion, you will hear two passages. At the end of each passage, you will hear three orPart I Writing (30 minutes)Directions: Part nSuppose you are asked to give advice on whether to atte nd a vocati onal college or a university, write an essay to state your opinion. You are required to write at least 150 words but nomore tha n 200 words.Listening Comprehension (30 minutes)B) He would feel very sad. D) He would be disappo in ted. B) They are of little value. D) They n eed improveme nt.B) Arou nd 40%. D) Approximately 70%.four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best an swer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet I with a single line through the centre. Questions 9 to 12 are based on the passage you have just heard.9. A) Marketing strategies. B) Holiday shopping.C) Shopp ing malls. D) On li ne stores.10. A) About 50% of holiday shoppers.B) About 20-30% of holiday shoppers.C) About 136 million.D) About 183.8 million.11. A) They have fewer customers.B) They find it hard to survive.C) They are thriving once more.D) They appeal to elderly customers.12. A) Better quality of consumer goods.B) Higher employment and wages.C) Greater varieties of commodities.D) People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13. A) They are new species of big in sects.B) They are overprescribed antibiotics.C) They are life-threatening diseases.D) They are antibiotic-resistant bacteria.14. A) Antibiotics are now in short supply.B) Many in fectio ns are no Ion ger curable.C) Large amounts of tax money are wasted.D) Routine operations have become complex.15. A) Facilities.B) Expertise.C) Money.D) Publicity.Section CDirections: In this sect ion, you will hear three record ings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best an swer from the four choices marked A), B), CJ and D). Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16. A) It is accessible only to the talented.B) It improves students ' ckbintly.toC) It starts a life long lear ning process.D) It gives birth to many eminent scholars.17. A) They encourage academic democracy.B) They promote globalization.C) They uphold the presidents authority.D) They protect students rights'18. A) His thirst for knowledge. B) His eagerness to find a job.C) His con tempt for authority. D) His pote ntial for leadership.Questions 19 to 22 are based on the recording you have just heard.19. A) Few people know how to retrieve information properly.B) People can enhance their memory with a few tricks.C) Most people have a rather poor Iong-term memory.D) People tend to underestimate their mental powers.20. A) They present the states in a surprisingly different order.B) They include more or less the same number of states.C) They are exactly the same as is shown in the atlas.D) They con tain n ames of the most familiar states.21. A) Focusing on what is likely to be tested.B) Having a good sleep the night before.C) Reviewing your lessons where the exam is to take place.D) Making sensible decisions while choosing your answers.22. A) Discover when you can learn best.B) Change your time of study daily.B) Give yourself a double bonus afterwards.D) Follow the example of a marath on runner.Questions 23 to 25 are based on the recording you have just heard.23. A) He is a politicia n. B) He is a bus in essma n.C) He is a sociologist. D) He is an econo mist.24. A) In slums.B) In Africa.C) In pre-industrial societies.D) In developing countries.25. A) They have no access to health care, let alone entertainment or recreation.B) Their in come is less tha n 50% of the n ati onal average family in come.C) They work extra hours to have their basic needs met.D) Their children cannot afford to go to private schools.Part III Reading Comprehension (40 minutes)Section ADirections: In this sect ion, there is a passage with ten bla nks. You are required to select one word foreach bla nk from a list of choices give n in a word bank followi ng 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 cen tre. You may not use any of the words in the bank more tha n once. Questions 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 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 extra muttering.Accord ing to a series of experime nts published in the Quarterly Jour nal of Experime ntal Psychologyby professors Gary Lupya n and Daniel Swig nl ey, the act of using verbal clues to 27 men tal pictures helps people fun cti on quicker.In one experime nt, they showed pictures of various objects to twenty _28 _and asked them to findjust one of those, a banana. Half were _ 9 _ to repeat out loud what they were looking for and the otherhalf kept their lips 30 ._ Those who talked to themselves found the banana slightly faster tha n those whodid n ' t, the researchers say .In other experime nts, Lupya n and Swig nley found that 31 the n ame of acom mon product whe n on the hunt for it helped quicke n some one ' s pace, but talk ing about un com mon items showed no adva ntage and slowed you dow n.Common research has long held that talk ing themselves through a task helps childre n lear n, althoughdoing so whe n you ：32（§ matured is n ot a great sig n of __33 — The two professors hope to refute that idea,_34 _ that just as whe n kids walk themselves through a process, adults can ben efit from using Ianguage not just to communic ate, but also to help “ augment thinking ”.Of course, you are still en couraged to keep the talk ing at library tones and, whatever you do, keep theinformation you share simple, like a grocery list. At any 35 _, there ' s still such a thing as too muchin formati on.Section BDirections: In this sect ion, you are going to read a passage with ten stateme nts attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the in formati on is derived. Youmay choose a paragraph more tha n on ce.Each paragraph is marked with a letter. An swer the questi ons bymark ing the corresp ondingletter 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.[B] Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, accord ing to a new Pew Research Cen ter survey. There are usually two pare nts, who spe nd a lot of time readi ng to childre n and worryi ng about their an xiety levels and hectic schedules.[C] In poor families, mean while, childre n tend to spe nd their time at home or with exte nded family.They are more likely to grow up in neighborhoods that their parents say aren ' t great for raising children,and their pare nts worry about them gett ing shot, beate n up or in trouble with the law.[D] The class differe nces in child reari ng are grow ing —a symptom of wide ning in equality with far-reach ing con seque nces. Different upbri ngings set childre n on differe nt paths and can deepe n socioec ono mic divisio ns, especially because educati on is stron gly lin ked to earnin gs. Childre n grow up learning the skills to succeed in their socioeconomic stratum （阶层）,but not necessarily others.[E] “ Early^hildhood experiences can be very consequential for children l b n g-term social, emotionaland cog nitive developme nt, ” said Sean Reard on, professor of poverty and in equality in educati on atStanford Universi ty. “ And because those in flue nee educati onal success and later earnin gs, early childhood experiences cast a lifelong shadow. ” The cycle continues: Poorer parents have less time and fewerresources to in vest in their childre n, which can leave childre n less prepared for school and work, whichleads to lower earnin gs.[F] American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, hon est and ethical, cari ng and compassi on ate. There is no best pare nti ng style or philosophy, researchers say, and across in come groups, 92% of pare nts say they are doing a good job at rais ing their childre n. Yet they are doing it quite differe ntly. Middle-class and higher- in come pare nts see their childre n as projects in n eed of careful cultivatio n, says Ann ette Lareau, whosegroun dbreak ing research on the topic was published in her book Un equal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervisi on and orga ni zed activities, and teach children to question authority figures and navigate elite institutions.[G] Work in g-class pare nts, mean while, believe their childre n will n aturally thrive, and give them far greater in depe ndence and time for free play. They are taught to be complia nt and respectful to adults. There are ben efits to both approaches. Work in g-class childre n are happier, more in depe ndent, compla in less and are closer with family members, Ms. Lareau found. Higher- in come childre n are more likely to declare boredom and expect their pare nts to solve their problems. Yet later on, the more afflue nt childre n end up in college and on the way to the middle class, while work in g-class childre n tend to struggle. Childre n from higher- in come families are likely to have the skills to n avigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said.[H] “ Do all parents want the most success for their children? Absolutely, ” she said. “ D strategies give childre n more adva ntages tha n others in in stituti ons? Probably they do. Will pare nts bedamaging 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 tospe nd on music class or preschool, and less flexible schedules to take childre n to museums or atte ndschool even ts. Extracurricular activities reflect the differe nces in child reari ng in the Pew survey, which wasof an atio nally represe ntative sample of 1,807 pare nts. Of families earning more tha n $75,000 a year, 84% say their childre n have participated in orga ni zed sports over the past year, 64% have done volun teer work and 62% have take n less ons in music, dance or art. Of families earning less tha n $30,000, 59% of childre n have done sports, 37% have volun teered and 41% have take n arts classes.[J] Especially in affluent families, children start young. Nearly half of high-earning, college-graduate pare nts en rolled their childre n in arts classes before they were 5, compared with on e-fifth of low-i ncome,less- educated parents. Nonetheless, 20% of well- off parents say their children ' s schedules are too hectic, compared with 8% of poorer pare nts.[K] Another example is reading aloud, which studies have shown gives children bigger vocabularies and better readi ng comprehe nsion in school. 71% of pare nts 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 children in preschool or day care, while low-i ncome pare nts are more likely to depe nd on family members. Discipli ne tech niq ues vary by educati on level: 8% of those with a postgraduate degree say they ofte n beat their childre n, 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 donot seem to reflect their own educational background as much as a belief in the importance of education for upward mobility.s grades as Most American parents say they are not concerned about their children 'they work hard. But 50% of poor parents say it is extremely important to them that their children earn acollege degree, compared with 39% of wealthier pare nts.[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 'ducation. Parents who are white, wealthy or college- educated say too much in volveme nt can be bad. Paren tal an xieties reflect their circumsta nces. High- earning parents are much more likely to say they live in a good neighborhood for raising children. While bullyi ng is pare nts 'greatest concern over all, n eartywhiiltome pare nts worry their childwill get shot, compared with one-fifth of high-income parents. They are more worried about their children being depressed or an xious.[N] In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell rightbetwee n work in g-class and high-ear ning pare nts on issues like the quality of their n eighborhood for rais ing 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 incoml e vels;n eighborhoods are now more segregated by in come. More tha n a quarter of childre n live in sin gle-pare nt households —a historic high, according to Pew 一and these children are three times as likely to live in poverty as those who live with married pare nts. Mean while, grow ing in come in equality has coin cided with the in creas ing importa nce of a college degree for earning a middle-class wage.[P] Yet there are recent sig ns that the gap could be start ing to shri nk. In the past decade, even asin come in equality has grow n, some of the socioec ono mic differe nces in pare ntin g, like read ing to childre n and going to libraries, have n arrowed.[Q] Public policies aimed at young children have helped, including public preschool programs and readi ng in itiatives. Address ing differe nces in the earliest years, it seems, could reduce in equality in the n ext gen eratio n.36. Work in g-class pare nts teach their childre n to be obedie nt and show respect to adults.37. American parents, whether rich or poor, have similar expectations of their children despite differe nt ways of pare nti ng.38. While rich parents are more concerned with their children psychological well-being, poor parentsare more worried about their children safety. ' s39. The increasing differences in child rearing between rich and poor families reflect growing social in equality.40. Paren ti ng approaches of work in g-class and afflue nt families both have adva ntages.41. Higher- in come families and work in g-class families now tend to live in differe nt n eighborhoods.42. Physical punishment is used much less by well-educated parents.43. Ms. Lareau doesn ' believe participating in fewer after-class activities will negatively affectchildre n developme nt.44. Wealthy parents are concerned about their children ' s mental schethuieidl busy45. Some socioeconomic differences in child rearing have shrunk in the past ten years.Section CDirections: There are 2 passages in this secti on. Each passage is followed by some questi ons orunfini shed stateme nts. For each of them there are four choices marked A, B, C and D. Youshould decide on the best choice and mark the corresponding letter on Answer Sheet 2with a sin gle linethrough the cen tre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee ' s technical and community colleges will noiutsource （外包）management of their facilitiesto a private compa ny, a decisi on one leader said was bolstered by an an alysis of spe nding at each campus.In an email sent Mon day to college preside nts in the Tenn essee Board of Rege nts system, outgo ingChan cellor Joh n Morga n said an internal an alysis showed that each campus ' spe nding on facilities man ageme nt fell well below the in dustry sta ndards ide ntified by the state. Morga n said those findings —— which included data from the system ' s 13 community colleges, 27 technical colleges and six universitieswere part of the decision not to move forward with Governor Bill Haslam ' s proposal to privatize man ageme nt of state build ings in an effort to save mon ey.“ While these nu mbers are still being validated by the state, we feel any adjustme nts they mightsuggest will be immaterial, ” Morga n wrote to the preside nts. “ System in stituti ons are operat ing veryefficie ntly based on this an alysis, rais ing the questi on of the value of purs uing a broad scale outsourci ng in itiative. ”Worker ' s advocates have criticized Haslam ' s plan, saying it would mean some campus workers would lose their jobs or ben efits. Haslam has said colleges would be free to opt in or out of the out souri ng pla n, which has not bee n fin alized.Morga n no tified the Haslam adm ini strati on of his decisi on to opt out in a letter sent last week. Thatletter, which in cludes several concerns Morga n has with the pla n, was origi nally obta ined by The Commercial Appeal in Memphis.In an email statement from the state ' s Office of Customer Focused Government, which is examiningthe possibility of outsourc ing, spokeswoma n Michelle R. Marti n said officials were still worki ng to an alyze the data from the Board of Rege nts. Data on man ageme nt expe nses at the college system and in other state departme nts will be part of a“ bus in ess justificati on ” the state will use as officials deliberate the specifican outsourci ng pla n.“ The state ' s facilities man ageme nt project testiil iin the process of develop ing its bus in ess justificati on and expects to have that completed and available to the public at the end of February, said. “ At this time there is nothing to take actio n on si nee the an alysis has yet to be completed.Morgan ' s comments on outsourcing mark the second time this month that he has come out against one of Haslam ' s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor ' ss p lib prffeailxtoiniversities of the Board of Regents systemand create separate gover ning boards for each of them .In his resig natio n letter, Morga n 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 governor.C) It has n eglected their faculty dem an ds.D )It will improve their finan cial situati on.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 foil control over their own financial affairs.48. Workers 'upporters argue that Bill Haslam ' proposal would ___________ .A) deprive colleges of the right to man age 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 JohdieMorgni?i 'sA) The outsourcing plan is not yet finalized.B) The outsourcing plan will be implemented.C) The state officials are con fide nt about the outsourci ng pla n.D) The college spending analysis justifies the outsourcing plan.50. Why did John Morgan decide to resign?A) He had lost con fide nee in the Tenn essee state gover nment.B) He disagreed with the governor on higher education policies.C) He thought the state out s ourcing proposal was simply unworkable.D) He opposed the gover nor ' s pla n to recon struct the collegesyetsmh.Passage TwoQuestions 51 to 55 are based on the following passage.Begi nning in the late sixtee nth cen tury, it became fashi on able for young aristocrats to visit Paris, Venice, Florence, and above all, Rome, as the culmination (终极)of their classical education. Thus was born the idea of the Grand Tour, a practice which in troduced En glishme n, Germa ns, Scandin avia ns, and also America ns 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 same that produced gen tleme n 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 Johann Win ckelma nn pion eered the field of art history with his comprehe nsive study of Greek and Roma n sculpture; he was portrayed by his friend Anton Raphael Mengs at the begi nning of his long reside nee in Rome. Most Grand Tourists, however, stayed for briefer periods and set out with less scholarly intentions, accompa nied by a teacher or guardia n, and expected to retur n home with souve nirs of their travels as well as an un dersta nding 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 Netherla nds, some to Switzerla nd and Germa ny, and a very few adve nturers to Spai n, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompsonspoke for many Grand Tourists when in 1744 he described himself as “ being impatiently desirous ofviewi ng a country so famous in history, a country which once gave laws to the world, and which is at prese nt the greatest school of music and pain ti ng, contains the no blest producti ons of sculpture and architecture, and is filled with cab in ets of rarities, and collect ions of all kinds of historical relicsItaly, the great focus was Rome, whose an cie nt ruins and more recent achieveme nts were show n to every Grand Tourist. Panini ' s Ancient ndbmectem Rome represent the sights most prized, including celebrated Greco-Roma n statues and views of famous ruins, fountains, and churches. Si nee there were few museums any where in Europe before the close of the eightee nth cen tury, Grand Tourists ofte n saw pain ti ngs and sculptures by gaining admissi on to private collect ions, and many were eager to acquire examples of Greco-Roma n and Italia n art for their own collect ions. In En gla nd, where architecture was in creas in gly see n as an aristocratic pursuit, n obleme n ofte n applied what they lear ned 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 garde ns.51. What is said about the Grand Tour?A) It was fashi on able 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 education.52. What did Grand Tourists have in com mon?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 eno ugh travel and outdoor-life experie nee.53. How did Grand Tourists ben efit from their travel?A) They found inspiration in the world ' gBsatest 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 collect ions?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 collect ions were of greater variety.55. How did the Grand Tour in flue nee the architecture in En gla nd?A) There appeared more and more Roma n-style build in gs.B) Many aristocrats began to move into Roman-style villas.C) Aristocrats , country houses all had Roma n-style garde ns.D) Italia n architects were hired to desig n houses and garde ns.Part IV Translation (30 minutes) Directions: For this part, you are allowed 30 minu tes to tran slate a passage from Chin ese 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。
2017年大学英语六级三套真题 答案解析
2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : 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. Afteryou 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 thecentre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage 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 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.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 passage. Read the passagethrough 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 linethrough the centre. You may not use any of the words in the bank more than once. Questions 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 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 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 27 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 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 whodidn’t，the researchers say. In other experiments, Lupyan and Swignley found that 31 the name of acommon 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 communic ate, 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 35 , there’s still such a thing as too much information.Section 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 fromwhich the information is derived. You may choose a paragraph more than once.Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter 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.[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 lotof 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 withfar-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow uplearning the skills to succeed in their socioeconomic stratum (阶层), 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 Universi ty. “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: 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- 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 Childhoods: 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 i nstitutions.[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 with 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 i t.”[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 affluent 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 affluent 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 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 一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 w age.[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. 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, have similar expectations of their children despite different ways of parenting.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 a dvantages.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 p ast ten years.Section CDirections: 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. Youshould decide on the best choice and mark the corresponding letter on Answer Sheet 2 with asingle line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee’s 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 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.”Worker’s 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 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 state’s Office of Customer Focused Government, which is examining the possibility of outsourcing, 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 against one of Haslam’s plans for 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.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?A)Private companies play a big role in campus management.B)Facilities management by colleges is more c ost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise foil control over their own financial a ffairs.48.Workers’ supporters argue that Bill Haslam’s proposal would .A)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 d ecision?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(终极) of their classical education. Thus wasborn 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 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 Johann 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 Thompsonspoke 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 a nd 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 ( 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 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?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)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 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。
2017年度大学英语六级三套真命题答案解析
2017 年 6 月大学英语六级考试真题(第 1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required towrite at least 150 words but no more than 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and thequestions will be spoken only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), C) and D). Then mark thecorresponding 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) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) Achievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage 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 linethrough the centre.Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you heara question, you must choose the best answer from the four choices marked A),B), CJ and D). Then mark the corresponding letter on Answer Sheet 1 with asingle line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to think.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.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 followingthe passage. Read the passagethrough carefully before making your choices. Each choice in the bank isidentified by a letter. Please mark the corresponding letter for each item onAnswer Sheet 2 with a single line through the centre. You may not use any ofthe words in the bank more than once.Questions 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 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 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 27 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 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 didn’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 of33 . 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 35 , there’sstill such a thing as too much information.A)Apparently I)ObscurelySection 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 theparagraphs. Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is markedwith 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.[B]Well-off families are ruled by calendars, with children enrolled in ballet, soccerand after-school programs, according to a new Pew Research Center survey. There areusually two parents, who spend a lotof 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 educationis strongly linked to earnings. Children grow up learning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-termsocial, emotionaland 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: 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- 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 Childhoods: 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 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 familymembers, 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 affluent 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 affluent 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 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 moresegregated by income. More than a quarter of children live in single-parent households — a historic high, according to Pew 一 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 pastdecade, even as income inequality has grown, some of the socioeconomic differences inparenting, like reading to children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, including public preschoolprograms 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, have similar expectations of theirchildren despite different ways of parenting.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 reflectgrowing 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 differentneighborhoods.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 busyschedules.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 or unfinished statements. For each of them there are four choicesmarked A, B, C and D. You should decide on the best choice and mark thecorresponding letter on Answer Sheet 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(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 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.”Worker’s 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 freeto 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 lettersent 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 outsourcing, 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 partof 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 against one of Haslam’s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor’s proposalto 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.B)It has been flatly rejected by the governor.C)It has neglected their faculty’sdemands. D )It will improve theirfinancial 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 foil 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 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’sdecision?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(终极) of their classical education. Thus was born the idea of the Grand Tour, a practice which introduced Englishmen, Germans, Scandinavians, and also Americans to the art andculture 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 Johann 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 Thompsonspoke 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 ( 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 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?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)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 hadRoman-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 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。
2017年6月大学英语六级考试真题及答案解析(全三套)
2017年6 月英语六级真题及答案（三套全）2017年6月英语六级真题作文一：国内国外上大学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.参考答案Nowadays, there has been a heated discussion as to a better choice between attending college at home and abroad. Views on the topic vary greatly among people from different walks of life. Some believe that it is a better choice to study in domestic colleges, but others consider it better to study abroad. I totally agree with the latter idea for the reasons presented below. To begin with, it harms the society in that the greater the competition is, the higher the recruitment requirements will become. Therefore, with experiences of studying abroad, graduates will become more competitive in job hunting. Furthermore, it is beneficial to the students themselves to study abroad. Without the choice to pursue overseas study, many great scholars today would never have achieved such great success. From my perspective, it is crucial that the government should encourage people to pursue overseas study. Also it is crucial that people should understand the meaning and value of attending college abroad.Only in this way can we achieve greater success.作文二：文科还是理科Directions: Suppose you are asked to give advice on whether to major in humanities or science, write an essay to state your opinion. You are required to writeat least 150 words but no more than 200 words.参考范文：Living in a world which is full of changes and challenges,we are confronted with new problems every single day. Of all the issues, one might concern the high school graduates the most, and it is if there are two options: to major in science or humanities. As for me, I prefer the latter.Why,you may wonder, should I prefer to major in humanities. The reasons responsible for it can be listed as follows .Among the most important reasons cited by people is that to major in humanities，directly or indirectly，can not only enrich our basic knowledge about the diversified culture but also sharpen one’s insight in daily routine，which is of great importance in one’s growth.What’s more, to study humanities can give us an independent personali ty and a deeper vision towards the world, if it were not for those two attributes, how could we achieve great goals in this dog-eat-dog world.Above all, in such a society where emphasis，more often than not，is laid on the depth of one’s thought, to choose humanities as one’s major, must be the best way .To major humanities, so at least it seems to me, is preferable forcollege students, if they had the chance, in the process of which we will develop an innovative thought mode.As a proverb goes ,there is no difficulty that an innovative thought mode can not solve, no door that an innovative thought mode can not open, no mountain that an innovative thought mode can not surmount.作文三：选择综合类大学还是职业题目：Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.参考范文：With the flourish of education industry, modern students are faced with more alternatives to continue their further education. Both attending a vocational college or a university serves as two main options for the high school graduates. In terms of which to choose and what to be taken into consideration, I shall advise as follows: Primarily, self-orientation matters the most when it comes to a issue like this. Obviously, the main task of vocational college is cultivating human resource with practical capability. Instead, university serves as the cradle of academic researchers in different areas. Therefore, being aware of your self-expectation with a clear future blueprint lays a foundation for this important decision.Apart from what has been mentioned above, personal interest also plays a key role in it. For both passion and motivation are derived from interest, which not only decide how far you can reach academically and professionally but also how happy and fulfilled you will be .To sum up, a clear recognition of self orientation and personal interest will decide whether you will tick the box of vocational college or university. Only in this way can we get the most out of the further education.六级听力解析：Long conversation 1Q1: B Having friendly colleagues解析：原文中前半部分男士说到：“The most important factor for the majority of the people interviewed was having friendly, supportive colleagues.” 对于大部分接受采访的人来说，最重要的因素是拥有友好的、互相支持的同事们。
(完整版)2017年-6-月英语六级真题及答案(三套全)
2017年 6 月英语六级真题及答案（三套全）2017年6月英语六级真题作文一：国内国外上大学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.参考答案Nowadays, there has been a heated discussion as to a better choice between attending college at home and abroad. Views on the topic vary greatly among people from different walks of life. Some believe that it is a better choice to study in domestic colleges, but others consider it better to study abroad. I totally agree with the latter idea for the reasons presented below. To begin with, it harms the society in that the greater the competition is, the higher the recruitment requirements will become. Therefore, with experiences of studying abroad, graduates will become more competitive in job hunting. Furthermore, it is beneficial to the students themselves to study abroad. Without the choice to pursue overseas study, many great scholars today would never have achieved such great success. From my perspective, it is crucial that the government should encourage people to pursue overseas study. Also it is crucial that people should understand the meaning and value of attending college abroad. Only in this way can we achieve greater success.作文二：文科还是理科Directions: Suppose you are asked to give advice on whether to major in humanities or science, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.参考范文：Living in a world which is full of changes and challenges,we are confronted with new problems every single day. Of all the issues, one might concern the high school graduates the most, and it is if there are two options: to major in science or humanities. As for me, I prefer the latter.Why,you may wonder, should I prefer to major in humanities. The reasons responsible for it can be listed as follows .Among the most important reasons cited by people is that to major in humanities，directly or indirectly，can not only enrich our basic knowledge about the diversified culture but also sharpen one’s insight in daily routine，which is of great importance in one’s growth.What’s more, to study humanities can give us an independent personality and a deeper vision towards the world, if it were not for those two attributes, how could we achieve great goals in this dog-eat-dog world.Above all, in such a society where emphasis，more often than not，is laid on the depth of one’s thought, to choose humanities as one’s major, must be the best way .To major humanities, so at least it seems to me, is preferable forcollege students, if they had the chance, in the process of which we will develop an innovative thought mode.As a proverb goes ,there is no difficulty that an innovative thought mode can not solve, no door that an innovative thought mode can not open, no mountain that an innovative thought mode can not surmount.作文三：选择综合类大学还是职业题目：Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.参考范文：With the flourish of education industry, modern students are facedwith more alternatives to continue their further education. Both attending a vocational college or a university serves as two main options for the high school graduates. In terms of which to choose and what to be taken into consideration, I shall advise as follows:Primarily, self-orientation matters the most when it comes to a issue like this. Obviously, the main task of vocational college is cultivating human resource with practical capability. Instead, university serves as the cradle of academic researchers in different areas. Therefore, being aware of yourself-expectation with a clear future blueprint lays a foundation for this important decision.Apart from what has been mentioned above, personal interest also plays a key role in it. For both passion and motivation are derived from interest, which not only decide how far you can reach academically and professionally but also how happy and fulfilled you will be .To sum up, a clear recognition of self orientation and personal interest will decide whether you will tick the box of vocational college or university. Only in this way can we get the most out of the further education.六级听力解析：Long conversation 1Q1: B Having friendly colleagues解析：原文中前半部分男士说到：“The most important factor for the majority of the people interviewed was having friendly, supportive colleagues.” 对于大部分接受采访的人来说，最重要的因素是拥有友好的、互相支持的同事们。
2017年6月大学英语六级考试真题及答案解析(共三套)
best for us.
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
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) He would feel insulted. B) He would feel very sad.
C) They make good reading. D) They need improvement.
【答案】 B
【解析】题目问男士的妻子认为他的书怎么样。男士说到：他最新的一本书是在
2004
年写的， 当时在写的时候给他妻子看了一小部分。 妻子认为他写的内容是垃圾。 这表明他的
妻子认为他写的书毫无价值。因此选 B。
encounter the choices between a vocational college and a university. And when it
comes to this question,
students ’ ideas are not cut from the same cloth. In point
2017年12月大学英语六级考试真题附答案解析(三套全)
2017 年12 月英语六级考试真题及答案（第一套）考试采取“多题多卷”模式，试题顺序不统一，请依据试题进行核对Part I Writing (30 minutes)Directions: for this part, you are allowed 30 minutes to write an essay commenting onthe saying " Respect others, and you will be respected. " you can cite examples toilustrate your views. you should write at least 150 words but no more than 200Part IIListening comprehension(30miutes)Section aDirections: in this section, you will hear two long conversations at the end of each comversation you will hear four questions. both the comversation and the questions will be spoken only once. afier you hear a question, you must choose the best answer from the four choices marked a, b) cand d). then mark the corresponding letter on answer Sheet i with a single line through the centre.Questions1 to 4 are based on the conversation you have just heard1. a)they reward businesses that eliminate food wastb) they prohibit the sale of foods that have gone stalec) they facilitate the donation of unsold foods to the needyd) they forbid businesses to produce more foods than needed2. a)it imposed penalties on businesses that waste foodb) it passed a law aiming to stop overproductionC)it voted gainst food import from outside europe d) it prohibited the promotion of bulk food sales.3. a) it has warmed its people against possible food shortage.b) it has penalized businesses that keep overproducing foodsc) it has started a nationwide campaign against food waste.d) it has banned supermarkets from dumping edible foods.4 .a)the confusion over food expiration labels.b) the surplus resulting from overproductionc) americans' habit of buying food in bulkd) a lack of regulation on food consumptionQuestions 5 to 8 are based on the conversation you have just heard.5. a) it has started a week-long promotion campaign.b) it has just launched its annual anniversary salesc) it offers regular weekend sales all the year roundd) it specializes in the sale of ladies designer dresses6. a)price reductions for its frequent customers.b) coupons for customers with bulk purchases.c) free delivery of purchases for senior customers.d) price adjustments within seven days of purchase.7. a)mail a gift card to her.b) allow her to buy on credic) credit it to her accountd) give her some coupons.8. a) refunding for goods returnedb) free installing of appliances.c) prolonged goods warranty.d) complimentary tailoringSection bDirections: in this section, you will hear two passages. at the end of each passage, you will hear Iree or four questions. both the passage 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, cand d). then mark the corresponding letter on answer Sheet 1 with a single line through the centre.Questions 9 to 11 are based on the passage you have just heard9. a)they are thin, tall, and unlike real human beings.b) they have more than twenty different hair texturesc) they have twenty-four different body shapes in totald) they represent people from virtually all walks of life.10. a)they do not reflect young girls aspirationsb) they are not sold together with the originalc) their flat feet do not appeal to adolescentsd) their body shapes have not changed much11. a)in toy storesb) in shopping malls.c) on the internetd) at barbie shopsQuestions 12 to 15 are based on the passage you have just heard.12. a )moveable metal type began to be used in printingb) chinese printing technology was first introducec) the earliest known book was publishedd) metal type was imported from korea13. a) it had more than a hundred printing presses.b) it was the biggest printer in the 16th century.c) it helped the german people become literate.d) it produced some 20 million volumes in total14. a)it pushed handwritten books out of circulation.b) it boosted the circulation of popular works.c) it made writing a very profitable career.d) it provided readers with more choices.15. a) it accelerated the extinction of the latin language.b) it standardized the publication of grammar books.c) turned translation into a welcome profession.d) it promoted the growth of national languagesSection cDirections: in this section, you will hear three recordings of lectures or talks followed by three or four questions. the recordings will be played 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 centre.Questions 16 to 18 are based on the recording you have just heard.16. a) they get bored after working for a period of time.b) they spend an average of one year finding a job.c) they become stuck in the same job for decades.d) they choose a job without thinking it through.17. a)see if there will be chances for promotion.b) find out what job choices are available.c) watch a film about ways of job hunting.d) decide which job is most attractive to you.18. a)the qualifications you have.b) the pay you are going to get.c) the culture of your target company.d) the work environment you will be in.19. a) it is as important as christmas for african-americans.b) it is a cultural festival founded for african-americans.c) it is an ancient festival celebrated by african-americans.d) it is a religious festival celebrated by african-americans20. a)to urge african-americans to do more for society.b) to call on african-americans to worship their godsc) to help african-americans to realize their goals.d) to remind african-americans of their sufferings.21. a)faith in self-determinationb) the first fruits of the harvestc) unity and cooperative economics d creative work and achievement.22. a)they recite a principleb) they take a solemn oathc) they drink wine from the unity cupd) they call out their ancestors' names.Questions 23 to 25 are based on the recording you have just heard23. a) it is one of the world's most healthy diets.b) it contains large amounts of dairy products.c) it began to impact the world in recent years.d) it consists mainly of various kinds of seafood.4. a) it involved 13, 000 researchers from asia, europe and america.b) it was conducted in seven mid-eastern countries in the 1950sc) it is regarded as one of the greatest researches of its kind.d) it has drawn the attention of medical doctors the world over.25. a) they care much about their health.b) they eat foods with little fat.c)they use little oil in cookingd) they have lower mortality ratesPart 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 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 words in the bank more than once.In the past 12 months,Nigeria has suffered from a shrinking economy, a slidingcurre ncy, and a proIon ged fuel shortage. Now, Africa ' s largest in facing a food crisis asmajor tomato fields have bee n destroyed by an in sect,lead ing to a n ati on wide shortage and escalating prices.The in sect, Tutaabsoluta, has destroyed 80% of farms in Kaduna, Nigeria's largesttomato produc ing state, leadi ng the gover nment there to declare a state of26 .The in sect, also known as the tomato leaf miner, devastates crops by 27 onfruits and diggi ng into and moving through stalks .It 28 in credibly quickly,breeding up to 12 generations per year if conditions are favorable. it is believed tohave 29 in South America in the early 1900s, and later spread to Europe before cross ing over to sub-Sahara n Africa.In Nigeria, where tomatoes are a staple of local diets,the in sect's effects aredevastat ing. Retail prices for a 30 of tomatoes at local markets have rise n from $0. 50to $2.50. Farmers are report ing steep losses and a new $20 milli on tomato-paste factory has 31 producti on due to the shortages.Given the moth's ability also to attack crops like pepper and potatoes, AuduOgbeh, Nigeria's minister of agriculture, has warned that the pest may"create seriousproblems for food 32 "in the coun try.Ogbeh says experts are in vestigati ng how tocon trol the pest ' s damage and preve nt its spread, which has gone largely 33 un tilnow.Despite being the continen t's sec on d-largest producer of tomatoes, Nigeria is 34 on $1 billi on worth of tomato-paste imports every year.as around 75% of thelocal harvest goes to waste tha nks to a lack of proper storage facilities. A further 35 inlocal supplies is yet ano ther un welcome setback to the in dustry.A)dependent I ) originatedB) Embark ing J) reducti onC) emerge nc K) reproducesD) feedi ng L ) securityE) grazes M ) terrorF) halted N) uncheckedG) han dful O ) uncheckedH) multitudeSectio n BDirections: In this secti on, you are going to read a passage with ten stateme nts 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 questio ns by marking the corresp onding letter on An swer Sheet 2.who's really addicting you to Technology?A. "Nearly everyone i know is addicted in some measure to the internet, "wrote tony Schwartz in The New York Times. it's a common complaint these days. A steady stream of similar headlines accuse the net and its offspring apps, social media sites and online games of addicting us to distractionB. There's little doubt that nearly everyone who comes in contact with the net has difficulty concentration than it takes to post a status update. as one person ironically put it in the comments section of Schwartz'sonline article, "As I was reading this very excellent article.I stopped at least half a dozen times to cheek my email.C. There's something different about this technology: it is both invasive and persuasive.but who's at fault for its overuse ？To find solutions, it's important to understand whatwe ' re dealing with.There are four parties conspiring to keep you connected the tech,your boss, your friends and you.D. The technologies themselves and their makers, are the easiest suspects to blame for our diminishing attention spans. Nicholas Carr,author of The Shallows ：what the internet is doing Our brains, wrote, The net is designed to be an interruption system, a machine geared to dividing attention.E. Online services like Facebook, twitter and the like, are called out ofmanipula-tion--making ，products so good that people can't stop using them. afterstudying these products for several years, I wrote a book about how they do it. I learnedit all starts with the business model. since these services rely on advertising revenue, The more frequentlyyou use money they make.It teams of people focused on engineering their services to be as engaging as possible. these products aren't habit-forming by chance; it's by design.' s no wminpdaenr itehseseemcpoloy they have an incentive to keep us hooked.F. However, as good as these services are, there are simple steps we can take to keepthem at bay.For example, we can change how often we receive the distracting notifications that trigger our urge to check.According to adam marchick, ceo of mobile marketing company kahuna, less than 15 percentof smartphone users ever bother to adjust their notification setlings--meaning the remaining 85 percent of us default to the app makers' every preset trigger.Google and Apple have made it far too difficult to adjust these settings so it's up to us to take steps ensure we set these triggers to suit our own needs, not the needs of the app makers.G.While companies like Facebook harvest attention to generate revenue fromadvertisers, other technologies have no such agenda. take email, for example. this system couldn't care less how often you use it. Yet t o many, email is the mosthabit-forming medium of all.We check email at all hours of the day--we're obsessed, butwhy? Because that's what the boss wants.For almost all white-collar jobs, A slowResponse to a message could hurt not only your reputation but also your livelihood.H. Your friends are also responsible.Think about this familiar scene.People gathered around a table,enjoying food and each others company. there's laughter and a bit of kidding. Then, during an interval in the conversation, someone takes out their phone to check who knows what.Barely anyone notices and no one says a thing.I. Now imagine the same dinner,but instead of checking their phone, the person belches（打嗝）-loudly.Everyone notices. unless the meal takes place in a beer house, this is considered bad manners. The impolite act violates the basic rules of etiquette. one has to wonder why don ' t we apply the same social norms to checking phones during meals,meetings and conversations as we do to other antisocial behaviors somehow, we accept it and say nothingwhen someone offends.J. The reality is taking one's phone out at the wrong time is worse than belching because, unlike other minoroffense, checking tech is contagious. once one person looks at their phone,other people feel compelled to dothe same, starting a chain reaction. the more people are on their phones, the fewer people are talking untilfinally you are the only one left not reading email or checking twitter. from a societal perspective, phonechecking is less like belching in public and more like another bad habit. our phones are like cigarettes-something to do when were bored or when our fingers need something to toy with seeing others enjoy asmoke,or sneak a quick glance, is too tempting to resist and soon everyone is doing it.K. The technology, your boss, and your friends, all influence how often you find yourself using (or overusing )these gadgets. but there's still someone who deserves scrutiny--the person holding the phone. L. I have a confession. even though i study habit-forming technology for a living, disconnecting is not easyfor me.I'm online far more than I'd like like Schwartz and so many others, I often find myself distracted andoff tack.I wanted to know why so i began self-monitoring to try to understand my behavior. that's when idiscovered an uncomfortable truth. i use technology as an escape. when I'm doing something I'd rather notdo, or when I'm someplace I'd rather not attention was often a good thing, like when passing time on publictransportation, but frequently my tech use was not so benign.when i faced difficult work, like thinking through an article idea or editing the same draft for the hundredthtime, for example, a more sinister screen would draw me in. i could easily escape discomfort.temporarlly.byanswering email or browsing ing the web under the pretense of so-called"research. "though I desperatelywanted to lay blame elsewhere, i finally had to admit that my bad habits had less to do with new-age.technology and more to do with old-fashioned procrastination( 拖延 )M. it's easy to blame technology for being so distracting, but distraction is nothing new.Aristotle and Socrates dehated nature of “ akrasia--our”tendency to do things agninstour interests. If we're honest with ourselves, tech is just another way to occupy our time and minds,if we weren ' t on our deWviec'es.d likely do similarly unproductive.N. personal technology is indeed more engaging than ever, and there's no doubt companies are engineeringtheir products and services to be more compelling and attractive but would want it any other way theintended result of making something better is that people use it more. that's not necessarily a problem, that'sprogress.O. These improvements don't mean we shouldn't attempt to control our use of technology. In order to makesure it doesn't control us, we should come to terms withthe fact that it's more than the technology itself that workplace culture, social norns ands responsible for our habits. ou individual behaviors all play a part to put technology in its place, we must be conscious notonly of how technology is changing, but also of how it is changing us.36.Online services are so designed that the more they are used, the more profit they generate.37. The author admits using technology as an escape from the task at hand.38. Checking phones at dinners is now accepted as normal but not belching39. To make proper use of technology, we should not only increase our awareness of how it is changing butalso how it is impacting us.40. Most of us find it hard to focus on our immediate tasks because of internet distractions41. when one person starts checking their phone, the others will follow suit.42. T he great majority of smartphone users don' t take the trouble to adjust their settings to suit their ownpurposes.43. T he internet is regarded by some as designed to distract our attention.44. The author attributes his tech addiction chiefly to his habit of putting off doing what he should45. W hite-collar workers check email round the clock because it is required by their employersSection 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 paragraph from which theinformation 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.who's really addicting you to Technology?A. "Nearly everyone i know is addicted in some measure to the internet, "wrote tony Schwartz in The New York Times. it's a common complaint these days. A steady stream of similar headlines accuse the net and its offspring apps, social media sites and online games of addicting us to distractionB. There's little doubt that nearly everyone who comes in contact with the net has difficulty concentration than it takes to post a status update. as one person ironically put it in the comments section of Schwartz's online article, "As I was reading this very excellent article.I stopped at least half a dozen times to cheek my email.C. There's something different about this technology: it is both invasive and persuasive. but who's at fault for its overuse ？To find solutions, it's important to understand whatwe ' re dealing with.There are four parties conspiring to keep you connected the tech, your boss, your friends and you.D. The technologies themselves and their makers, are the easiest suspects to blame for our diminishing attention spans. Nicholas Carr,author of The Shallows ：what theinternet is doing Our brains, wrote, The net is designed to be an interruption system, a machine geared to dividing attention.E. Online services like Facebook, twitter and the like, are called out of manipula-tion--making ，products so good that people can't stop using them.after studying these products for several years, I wrote a book about how they do it. I learned it all starts with the business model. since these services rely on advertising revenue, The more frequently you use money they make.It ' s no winder these companies employ teams of people focused on engineering their services to be as engaging as possible.these products aren't habit-forming by chance; it's by design. they have an incentive to keep us hooked.F. However, as good as these services are, there are simple steps we can take to keep them at bay.For example, we can change how often we receive the distracting notifications that trigger our urge tocheck.According to adam marchick, ceo of mobile marketing company kahuna, less than 15 percent of smartphone users ever bother to adjust their notification setlings--meaning the remaining 85 percent of us default to the app makers' every preset trigger.Google and Apple have made it far too difficult to adjust these settings so it's up to us to take steps ensure we set these triggers to suit our own needs, not the needs of the app makers.G.While companies like Facebook harvest attention to generate revenue from advertisers, other technologies have no such agenda. take email, for example. this system couldn't care less how often you use it. Yet t o many, email is the mosthabit-forming medium of all.We check email at all hours of the day--we're obsessed, butwhy? Because that's what the boss wants.For almost all white-collar jobs, A slowResponse to a message could hurt not only your reputation but also your livelihood.H. Your friends are also responsible.Think about this familiar scene.People gathered around a table, enjoying food and each others company. there's laughter and a bit of kidding. Then, during an interval in the conversation, someone takes out their phone to check who knows what.Barely anyone notices and no one says a thing.I. Now imagine the same dinner,but instead of checking their phone, the personbelches（打嗝）-loudly.Everyone notices. unless the meal takes place in a beer house, this is considered bad manners. The impolite act violates the basic rules of etiquette. one hasto wonder why don ' t we apply the sameciasol norms to checking phones during meals,meetings and conversations as we do to other antisocial behaviors somehow, we accept it and say nothing when someone offends.J. The reality is taking one's phone out at the wrong time is worse than belching because, unlike other minor offense, checking tech is contagious. once one person looks at their phone,other people feel compelled to do the same, starting a chain reaction. the more people are on their phones, the fewer people are talking until finally you are the only one left not reading email or checking twitter. from a societal perspective, phone checking is less like belching in public and more like another bad habit. our phones are like cigarettes-something to do when were bored or when our fingers need something to toy with seeing others enjoy a smoke,or sneak a quick glance, is too tempting to resist and soon everyone is doing it.K. The technology, your boss, and your friends, all influence how often you find yourself using (or overusing )these gadgets. but there's still someone who deserves scrutiny--the person holding the phone. L. I have a confession. even though i study habit-forming technology for a living, disconnecting is not easy for me.I'm online far more than I'd like like Schwartz and so many others, I often find myself distracted and off tack.I wanted to know why so i began self-monitoring to try to understand my behavior. that's when i discovered an uncomfortable truth. i use technology as an escape. when I'm doing something I'd rathernot do, or when I'm someplace I'd rather not attention was often a good thing, like whenpassing time on public transportation, but frequently my tech use was not so benign. when i faced difficult work, like thinking through an article idea or editing the same draft for the hundredth time, for example, a more sinister screen would draw me in. i could easily escape discomfort.temporarlly.by answering email orbrowsing ing the web under the pretense of so-called"research. "though I desperately wanted to lay blame elsewhere, i finally had to admit that my bad habits had less to do with new-age.technology and more to do with old-fashioned procrastination（拖延）M. it's easy to blame technology for being so distracting, but distraction is nothing new.Aristotle and Socrates dehated nature of “ akrasia--our”tendency to do things agninstour interests. If we're honest with ourselves, tech is just another way to occupy our time and minds,if we weren ' t on our deWviec'es.d likely do similarly unproductive.N. personal technology is indeed more engaging than ever, and there's no doubt companies are engineering their products and services to be more compelling and attractive but would want it any other way the intended result of making something better is that people use it more. that's not necessarily a problem, that's progress.O. These improvements don't mean we shouldn't attempt to control our use of technology. In order to make sure it doesn't control us, we should come to terms with the fact that it's more than the te chnology itself that ' s responsible for our habits. ourworkplace culture, social norns and individual behaviors all play a part to put technologyin its place, we must be conscious not only of how technology is changing, but also of how it is changing us.36.Online services are so designed that the more they are used, the more profit they generate.37. The author admits using technology as an escape from the task at hand.38. Checking phones at dinners is now accepted as normal but not belching39. To make proper use of technology, we should not only increase our awareness of how it is changing but also how it is impacting us.40. Most of us find it hard to focus on our immediate tasks because of distractions41. when one person starts checking their phone, the others will follow suit.42. T he great majority of smartphone users don' t take the trouble to adjust their settings to suit their own purposes.43. T he internet is regarded by some as designed to distract our attention.44. The author attributes his tech addiction chiefly to his habit of putting off doing what he should45. W hite-collar workers check email round the clock because it is required employers Part IVTranslation (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. internet by their太湖是中国东部的一个淡水湖,占地面积2250 平方公里,是中国第三大淡水湖,仅次于鄱阳和洞庭。
2017年大学英语六级三套真题 答案解析
2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : 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. Afteryou 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 throughthe centre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage 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 thecentre.Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.。
六级英语真题2017年6月(第三套)试卷及答案详解
2017年6月六级考试真题（第三套）Part I Writing (30 minutes)Directions: S upp ose 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：2017年6月六级真题全国共考了两套听力。
本套的听力内容与第二套的完全一样，只是选项的顺序不一样而已。
Part ID 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即es given in a word bank following the passage. Read the passage through carefully before makingyour choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for eachitem on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bankmore 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 (独臼）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 27 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 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 didn'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 infom皿ion you share simple, like a grocery list. At any 35 , there's still such a thing as too much information.A) a pp arently B) a rrogance C) b rillianceD)claiming E) d edicated F)focusedG)incur H) i nstructed I)obscurelyJ)sealed K) s pectators L) t riggerM)uttering N)volume0) v olunteersSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains 叫ormation 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 questionsby 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 ever before.[ B ] Well-off families are ruled by calendars ,with children enrolled in ballet, soccer and afterschool 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 (阶层），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: 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-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 Childhoods: 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 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-incomefamilies 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. " D o 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 MYM75, 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 MYM30, 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 before they were 5, compared with one-fifth of low-income, lesseducated 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 with33 %of those with a high school diploma or less. White parents are more likely than others to read to theirchildren daily, as are married parents. Most affluent 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 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. W压le 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 MYM30, 000 and MYM75, 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.[ 0]Children were not always raised so differently. The achievement gap between children from high-and lowincome 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 collegedegree 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. 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, have similar expectations of their children despite different ways ofparenting.38.While rich parents are more concerned with their children's psychological well-being, poor parents are moreworried 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'sdevelopment.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 CDirections: There are 2 passages in this section. Each passage is f ollowed 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 andmark the corresponding letter on Answer Sheet 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 (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 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 wi且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 critic远d Haslam's plan, saying it would mean some campus workers would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the outsourcing 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 state's Office of Customer Focused Government, which is examining the possibility of outsourcing ,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 against one of Haslam's plans for 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.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?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 facilitiesB)make workers less motivated in perlorming 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 (终极）of their classical education. 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 for the next 300 years. Travel was arduous and costly throughout the period, possibleonly 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 Johann 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 17 44 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 (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 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?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 fom凶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)A本tocrats'country houses all had Roman-style gardens.D)Italian architects were hired to design houses and gardens.Part IV Translation { 30 minutes)Directions : 的r this part, you are allowed 30 minutes to translate a passage fr om Chinese into English. You should write your answer on Answer Sheet 2.明朝统治中国276年，被人们描绘成人类历史上治理有序、社会稳定的最伟大的时代之一。
2017年大学英语六级三套真题+答案解析
2017 年 6 月大学英语六级考试真题(第 1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150words but no more than 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : 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 onlyonce. After you hear a question, you must choose the best answer from the four choicesmarked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with asingle line through the centre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage 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 thecentre.Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, youmust choose the best answer from the four choices marked A), B), CJ and D). Then markthe corresponding letter on Answer Sheet 1 with a single line through the centre. Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to think.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.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 passage. Readthe passagethrough carefully before making your choices. Each choice in the bank is identified by aletter. Please mark the corresponding letter for each item on Answer Sheet 2 with asingle line through the centre. You may not use any of the words in the bank more thanonce.Questions 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 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 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 27 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 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 didn’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 professorshope 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 35 , there’s still such a thing as too much information.A)Apparently I)ObscurelySection 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 theparagraph from which the information is derived. You may choose a paragraph morethan once.Each paragraph is marked with a letter. Answer the questions bymarking 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 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 lotof 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 inequalitywith 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 (阶层), 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 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: 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- 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 Childhoods: 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 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 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. “Dosome 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 lessmoney 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 affluent 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 affluent 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 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 halfof 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 一 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 readingto children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, 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, have similar expectations of their children despite different ways of parenting.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 differentneighborhoods.42.Physical punishment is used much less by well-educated parents.43.Ms. Lareau doesn’t believe participating in fewer after-class activities will negativelyaffect 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 p ast ten years.Section CDirections: 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 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(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 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 theymight 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 abroad scale outsourcing initiative.”Worker’s 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 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 lastweek. That letter, which includes several concerns Morgan has with the plan, was originallyobtained 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 outsourcing, 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 becompleted.”Morgan’s comments on outsourcing mark the second time this month that he has come out against one of Haslam’s plans for 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.B)It has been flatly rejected by the governor.C)It has neglected their faculty’sdemands. D )It will improve theirfinancial 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 foil 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 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(终极) of their classical education. 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 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 Johann 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 lessscholarly 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 Thompsonspoke 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 ( 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 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?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)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-stylevillas. C)Aristocrats，country houses all had Roman-stylegardens.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 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。
2017年6月大学英语六级考试真题及答案解析（全三套）
2017年6月大学英语六级考试真题及答案解析（全三套）2017年6月大学英语六级考试真题及答案解析（第一套）Part I Writing (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words.【参考范文】Whether to Attend a Vocational College or a University?It’s an undisputable truth that virtually all high school graduates will encounter the choices between a vocational college and a university. And when it comes to this questi on, students’ ideas are not cut from the same cloth. In point of which to choose and what to be taken into consideration, my advices are as follow.In the first place, we should be conscious of the fact that both of the two choices have its own superiorities. For instance, a vocational college specializes in cultivating human resources with practical capabilities; while a university serves as the cradle of academic researchers in different fields. Then it does follow that high school graduates should have a clear picture of themselves. That is to say, they should know their merits and demerits and their choices must give play to their strengths whilst circumvent weaknesses. In addition, interest is the best teacher and it’s also the premise of learning on on e’s own initiative. Thus interest must be taken into account because it can not only decide how far one can reach academically and professionally but also how happy and fulfilled one will be.In brief, all above just goes to show that there really is noone-size-fits-all answer for the question. The key lies in a clear cognition, accurate self-positioning and the interest of oneself. Only then can every one find a right path that works best for us.Part II Listening Comprehension (30 minutes)Section ADirections: 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) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.【答案】A【解析】题目问如果男士在二手书店中发现了自己写的书，那么男士会感觉怎样。