1、2017年 6月大学英语六级真题试卷（三）及答案与解析 一、 Part I Writing 1 Directions: Suppose you are asked to give advice on whether to major in science or humanities at college, write an essay to state your opinion. You are required to write at least 150 words but no more than 200 words. Section A （ A） He would be embarras
2、sed. （ B） He would feel very sad. （ C） He would feel insulted. （ D） He would be disappointed. （ A） They are of little value. （ B） They make good reading. （ C） They are worthy of a prize. （ D） They need improvement. （ A） He writes several books simultaneously. （ B） He draws on his real-life experienc
3、es. （ C） He often turns to his wife for help. （ D） He seldom writes a book straight through. （ A） Writing a book is just like watching a football match. （ B） Unlike a football match, there is no end to writing a book. （ C） He likes watching a football match after finishing a book. （ D） Writers actua
4、lly work every bit as hard as footballers. （ A） Undergraduate enrollments of black athletes. （ B） Financial assistance to black athletes in college. （ C） High college dropout rates among black athletes. （ D） Achievements of black male athletes in college. （ A） They make money for the college but oft
5、en fail to earn a degree. （ B） They have difficulty finding money to complete their studies. （ C） They are better at sports than at academic work. （ D） They display great talent in every kind of game. （ A） Around 40%. （ B） Slightly over 50%. （ C） About 15%. （ D） Approximately 70%. （ A） College degre
6、es do not count much to them. （ B） They have little interest in academic work. （ C） Schools do not deem it a serious problem. （ D） Coaches lack the incentive to graduate them. Section B （ A） Online stores. （ B） Marketing strategies. （ C） Shopping malls. （ D） Holiday shopping. （ A） About 136 million.
7、 （ B） About 183.8 million. （ C） About 50% of holiday shoppers. （ D） About 20-30% of holiday shoppers. （ A） They appeal to elderly customers. （ B） They find it hard to survive. （ C） They have fewer customers. （ D） They are thriving once more. （ A） Higher employment and wages. （ B） Better quality of c
8、onsumer goods. （ C） Greater varieties of commodities. （ D） People having more leisure time. （ A） They are life-threatening diseases. （ B） They are overprescribed antibiotics. （ C） They are new species of big insects. （ D） They are antibiotic-resistant bacteria. （ A） Routine operations have become co
9、mplex. （ B） Large amounts of tax money are wasted. （ C） Many infections are no longer curable. （ D） Antibiotics are now in short supply. （ A） Money. （ B） Expertise. （ C） Facilities. （ D） Publicity. Section C （ A） It improves students ability to think. （ B） It is accessible only to the talented. （ C）
10、 It starts a lifelong learning process. （ D） It gives birth to many eminent scholars. （ A） They protect students rights. （ B） They promote globalization. （ C） They uphold the presidents authority. （ D） They encourage academic democracy. （ A） His eagerness to find a job. （ B） His thirst for knowledge
11、. （ C） His potential for leadership. （ D） His contempt for authority. （ A） People tend to underestimate their mental powers. （ B） Most people have a rather poor long-term memory. （ C） People can enhance their memory with a few tricks. （ D） Few people know how to retrieve information properly. （ A） T
12、hey contain names of the most familiar states. （ B） They are exactly the same as is shown in the atlas. （ C） They include more or less the same number of states. （ D） They present the states in a surprisingly different order. （ A） Making sensible decisions while choosing your answers. （ B） Reviewing
13、 your lessons where the exam is to take place. （ C） Having a good sleep the night before. （ D） Focusing on what is likely to be tested. （ A） Follow the example of a marathon runner. （ B） Give yourself a double bonus afterwards. （ C） Discover when you can learn best. （ D） Change your time of study da
14、ily. （ A） He is a politician. （ B） He is a sociologist. （ C） He is a businessman. （ D） He is an economist. （ A） In slums. （ B） In Africa. （ C） In developing countries. （ D） In pre-industrial societies. （ A） Their children cannot afford to go to private schools. （ B） They work extra hours to have the
15、ir basic needs met. （ C） Their income is less than 50% of the national average family income. （ D） They have no access to health care, let alone entertainment or recreation. Section A 26 After becoming president of Purdue University in 2013, Mitch Daniels asked the faculty to prove that their studen
16、ts have actually achieved one of higher educations most important goals: critical thinking skills. Two years before, a nationwide study of college graduates had shown that more than a third had made no【 C1】 _ gains in such mental abilities during their school years. Mr. Daniels needed to【 C2】 _ the
17、high cost of attending Purdue to its students and their families. After all, the percentage of Americans who say a college degree is “very important“ has fallen【 C3】 _ in the last 5-6 years. Purdue now has a pilot test to assess students critical thinking skills. Yet like many college teachers aroun
18、d the U. S. , the faculty remain【 C4】 _ that their work as educators can be measured by a “learning【 C5】 _ such as a graduates ability to investigate and reason. However, the professors need not worry so much. The results of a recent experiment showed that professors can use【 C6】 _ metrics to measur
19、e how well students do in three key areas; critical thinking, written communication, and quantitative literacy. Despite the success of the experiment, the actual results are worrisome, and mostly【 C7】_ earlier studies. The organizers of the experiment concluded that far fewer students were achieving
20、 at high levels on a critical thinking than they were doing for written communication or quantitative literacy. And that conclusion is based only on students nearing graduation. American universities, despite their global【 C8】 _ for excellence in teaching, have only begun to demonstrate what they ca
21、n produce in real-world learning. Knowledge-based degrees are still important, but employers are【 C9】 _ advanced thinking skills from college graduate. If the intellectual worth of a college degree can be【 C10】 _ measured, more people will seek higher educationand come out better thinkers. A) accura
22、tely I) predominance B) confirm J) presuming C) demanding K) reputation D) doubtful L) significant E) drastically M) signify F) justify N) simultaneously G) monopolized O) standardized H) outcome 27 【 C1】 28 【 C2】 29 【 C3】 30 【 C4】 31 【 C5】 32 【 C6】 33 【 C7】 34 【 C8】 35 【 C9】 36 【 C10】 Section B 36
23、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 C
24、enter 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 th
25、at their parents say arent great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law. D The class differences in child rearing are growinga symptom of widening inequality with far-reaching consequences. Different upbringings set children on dif
26、ferent 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 childrens l
27、ong-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.“ he cycle continues; Poorer pare
28、nts 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, hon
29、est and ethical, caring and compassionate. There is o 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 child
30、ren 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 quest
31、ion 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. Wor
32、king-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 t
33、o 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. “
34、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 sp
35、end 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
36、,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.
37、 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 childrens schedules
38、 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 schoo
39、l 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 le
40、vel: 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
41、 much as a belief in the importance of education for upward mobility. Most American parents say they are not concerned about their childrens grades as 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
42、 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 childs education. Parents who are white, wealthy or college-educated say too much involvement can be bad. Parental anxieties reflec
43、t their circumstances. High-earning parents are much more likely to say they live in a good neighborhood for raising children. White 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
44、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 ex
45、tracurricular activities and involvement in their childrens 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. Reardons re
46、search. 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 householdsa historic high, according to Pewand these children are three times as likely to live in poverty as those who live in w
47、ith 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 soci
48、oeconomic 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 t
49、he next generation. 37 Working-class parents teach their children to be obedient and show respect to adults. 38 American parents, whether rich or poor, have similar expectations of their children despite different ways of parenting. 39 While rich parents are more concerned with their childrens psychological well-being, poor parents are more worried about their childrens safety. 40 The increasing differences in child rearing between rich and poor families reflect growing socia
