2017年6月大学英语六级考试真题(第一套)

2017年6月大学英语六级考试真题（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.

Part II Listening Comprehension （30 minutes）Section A

Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a

question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark

the corresponding letter on Answer Sheet I with a single line through the centre.

Questions 1 to 4 are based on the conversation you have just heard.

1. A）Doing enjoyable work.

B）Having friendly colleagues.

C）Earning a competitive salary.

D）Working for supportive bosses.

2. A）31%.

B）20%.

C）25%.

D）73%.

3. A）Those of a small size.

B）Those run by women.

C）Those that are well managed.

D）Those full of skilled workers.

4. A）They can hop from job to job easily.

B）They can win recognition of their work.

C）They can better balance work and life.

D）They can take on more than one job.

Questions 5 to 8 are based on the conversation you have just heard.

5. A）It is a book of European history.

B）It is an introduction of music.

C）It is about the city of Bruges.

D）It is a collection of photos.

6. A）When painting the concert hall of Bruges.

B）When vacationing in an Italian coastal city.

C）When taking pictures for a concert catalogue.

D）When writing about Belgium’s coastal regions.

7. A）The entire European coastline will be submerged.

B）The rich heritage of Europe will be lost completely.

C）The seawater of European will be seriously polluted.

D）The major European scenic spots will disappear.

8. A）Its waterways are being increasingly polluted.

B）People cannot get around without using boats.

C）It attracts large numbers of tourists from home and abroad.

D）Tourists use wooden paths to reach their hotels in the morning.

Section B

Directions: 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）They make careful preparations beforehand.

B）They take too many irrelevant factors into account.

C）They spend too much time anticipating their defeat.

D）They try hard to avoid getting off on the wrong foot.

10. A）A person’s nervous system is more complicated than imagined.

B）Golfers usually have positive mental images of themselves.

C）Mental images often interfere with athletes’ performance.

D）Thinking has the same effect on the nervous system as long.

11. A）Anticipate possible problems.

B）Make a list of do’s and don’ts.

C）Picture themselves succeeding.

D）Try to appear more professional.

12. A）She wore a designer dress.

B）She won her first jury trial.

C）She did not speak loud enough.

D）She presented moving pictures.

Questions 13 to 15 are based on the passage you have just heard.

13. A）Its long-term effects are yet to be proved.

B）Its health benefits have been overestimated.

C）It helps people to avoid developing breast cancer.

D）It enables patients with diabetes to recover sooner.

14. A）It focused on their ways of life during young adulthood.

B）It tracked their change in food preferences for 20 years.

C）It focused on their difference from men in fiber intake.

D）It tracked their eating habits since their adolescence.

15. A）Fiber may help to reduce hormones in the body.

B）Fiber may bring more benefits to women than men.

C）Fiber may improve the function of heart muscles.

D）Fiber may make blood circulation more smooth.

Section C

Directions: 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 the centre.

Questions 16 to 18 are based on the recording you have just heard.

16. A）Observing the changes in marketing.

B）Conducting research on consumer behavior.

C）Studying the hazards of young people drinking.

D）Investigating the impact of media on government.

17. A）It is the cause of many street riots.

B）It is getting worse year by year.

C）It is a chief concern of parents.

D）It is an act of socialising.

18. A）They spent a week studying their own purchasing behavior.

B）They researched the impact of mobile phones on young people.

C）They analysed their family budgets over the years.

D）They conducted a thorough research on advertising.

Questions 19 to 22 are based on the recording you have just heard.

19. A）It is helping its banks to improve efficiency.

B）It is trying hard to do away with dirty money.

C）It is the first country to use credit cards in the world.

D）It is likely to give up paper money in the near future.

20. A）Whether it is possible to travel without carrying any physical currency.

B）Whether it is possible to predict how much money one is going to spend.

C）Whether the absence of physical currency causes a person to spend more.

D）Whether the absence of physical currency is going to affect everyday life.

21. A）There was no food service on the train.

B）The service on the train was not good.

C）The restaurant car accepted cash only.

D）The cash in her handbag was missing.

22. A）By putting money into envelopes.

B）By drawing money week by week.

C）By limiting their day-to-day spending.

D）By refusing to buy anything on credit.

Questions 23 to 25 are based on the recording you have just heard.

23. A）Population explosion.

B）Chronic hunger.

C）Extinction of rare species.

D）Environmental deterioration.

24. A）They contribute to overpopulation.

B）About half of them are unintended.

C）They have been brought under control.

D）The majority of them tend to end halfway.

25. A）It is essential to the wellbeing of all species on earth.

B）It is becoming a subject of interdisciplinary research.

C）It is neglected in many of the developing countries.

D）It is beginning to attract postgraduates’ attention.

Part III Reading Comprehension （40 minutes）Section A

Directions: 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.

Let’s all stop judging people who talk to themselves. New research says that those who can’t seem to keep their inner monologue（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 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 information you share simple, like a grocery list. At any 35 , there’s still such a thing as too much information.

Section B

Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the

information is derived. You may choose a paragraph more than once. Each paragraph is marked with

a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.

Rich Children and Poor Ones Are Raised Very Differently

[A] The lives of children from rich and 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 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, the survey found. 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, researchers say—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, but not necessarily others.

[E]“Early ch ildhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean F. Reardon, professor of poverty and inequality in education at Stanford University. “And because those influence educational suc cess 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 percent 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 deferential to adults. There are benefits to both approaches. Working-class children are happier, more independent, whine 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 enroute 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 epitomize 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 percent say their children have participated in organized sports over the past year, 64 percent have done volunteer work and 62 percent have taken lessons in music, dance or art. Of families earning less than $30,000, 59 percent of children have done sports, 37 percent have volunteered and 41 percent 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 percent of well-off parents say their children’s schedules are too hectic, compared with 8 percent of poorer parents.

[K] Another example is reading aloud, which studies have shown gives children bigger vocabularies and better reading comprehension in school. Seventy-one percent of parents with a college degree say they do it every day, compared with 33 percent of those with a high school diploma or less, Pew found. 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 percent of those with a postgraduate degree say they often spank their children, compared with 22 percent 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 percent of poor parents say it is extremely important to them that their children earn a college degree, compared with 39 percent 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 m uch 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 neighborhoo d 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 extracurricul ar 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 percent to 40 percent larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardon’s research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children live in single-parent households—a historic high, according to Pew—and these children are three times as likely to live in poverty as those who live with married parents. Meanwhile, growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class wage.

[P]Yet there are recent signs that the gap could be starting to shrink. In the past decade, even as income inequality has grown, some of the socioeconomic differences in parenting, like reading to children and going to libraries, have narrowed.

[Q]Public policies aimed at young children have helped, he said, including public preschool programs and reading initiatives. Addressing disparities 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 psy chological 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 tend to live in different neighborhoods.

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

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

development.

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

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

Section C

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on

the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the

centre.

Passage One

Questions 46 to 50 are based on the following passage.

Open data shares are still in the minority in many fields. Although many researchers broadly agree that public access to raw data would accelerate science, most are reluctant to post the result of their own labors online.

Some communities have agreed to share online—geneticists, for example, post DNA sequences at the GenBnak repository（库）, and astronomers are accustomed to accessing images of galaxies and stars from, say, the Sloan Digital Sky Survey, a telescope that has observed some 500 million objects—but these remain the exception, not the rule. Historically, scientists have objected to sharing for many reasons: It is a lot of work; until recently, good databases did not exist; grant funders were not pushing for sharing; it has been difficult to agree on standard for formatting data; and there is no agreed way to assign credit for data.

But the barriers are disappearing, in part because journals and funding agencies worldwide are encouraging scientists to make their data public. Last year, the Royal Society in London said in its report that scientist need to “shift away from a research culture where data is views as a private prese rve”. Funding agencies note that data paid for with public money should be public information, and the scientific community is recognizing that data can now be shared digitally in ways that were not possible before. To match the growing demand, services are springing up to make it easier to publish research product online and enable other researchers to discover and cite them.

Although calls to share data often concentrate on the moral advantage of sharing, the practice is not purely altruistic（利他的）. Researchers who share plenty of personal benefit, including more connections with colleagues, improved visibility and increased citations. The most successful sharers—those whose data are downloaded and cited the most often—get noticed, and their work gets used. For example, one of the most popular data sets on multidisciplinary repository Dryad is about wood density around the world; it has been downloaded 5,700 times, Co-author Amy Zanne thinks that users probably range from climate-change researchers wanting to estimate how much carbon is stored in biomass, to foresters looking for information on different grades of timber, “I’d much prefer to have my data used by the maximum number of people to ask their own questions,” she says. “It’s important to allow readers and reviewers to see exactly how you arrive at your results. Publishing data and code allows your science to be reproducible.”

46. What do many researchers generally accept?

A）It is imperative to protect scientists’ patents.

B）Repositories are essential to scientific research.

C）Open data sharing is most important to medical science.

D）Open data sharing is conductive to scientific advancement.

47. What is the attitude of most researchers towards making their own data public?

A）Opposed.

B）Ambiguous.

C）Liberal.

D）Neutral.

48. According to the passage, what might hinder open data sharing?

A）The fear of massive copying.

B）The lack of a research culture.

C）The belief that research data is private intellectual property.

D）The concern that certain agencies may make a profit out of it.

49. What helps lift some of the barriers to open data sharing?

A）The ever-growing demand for big data.

B）The advancement of digital technology.

C）The changing attitude of journals and funders.

D）The trends of social and economic development.

50. Dryad serves as an example to show how open data sharing .

A）is becoming increasingly popular

B）benefits sharers and users alike

C）make researchers successful

D）save both to money and labor

Passage Two

Questions 51 to 55 are based on the following passage.

Beginning in the late sixteenth century, it became fashionable for young aristocrats to visit Paris, Venice, Florence, and above all, Rome, as the 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, author, antique experts, and patrons of the arts.

The Grand Tourist was typically a young man with a through grounding in Greek and Latin literature as well as some leisure time, some means, and some interests 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 intensions, accompanied by a teacher or guardian, and expected to return home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure to great masterpieces.

London was a frequent starting point for Grand Tourists, and Paris a compulsory destination; many traveled to the Netherlands, some to Switzerland and Germany, and a very few adventurers to Spain, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompson spoke for many Grand Tourists when in 1744 he described himself as “being impatiently desirous of viewing a country so famous in history, a country which one 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 relic.” Within Italy, the grea t focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist. Panini’s Ancient Rome and Modern 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 have 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 modern 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 Tourists 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 ho uses all had Roman-style gardens.

D）Italian architects were hired to design houses and gardens.

Part VI Translation （30 minutes）Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.

宋朝始于960年，一直延续到1279年。这一时期，中国经济大幅增长，成为世界上最先进的经济体，科学、技术、哲学和数学蓬勃发展，宋代中国是世界历史上首先发行纸币的国家。宋朝还最早使用火药并发明了活字（movable-type）印刷。人口增长迅速，越来越多的人住进城市，那里有热闹的娱乐场所。社会生活多种多样。人们聚集在一起观看和交易珍贵艺术品。宋朝的政府体制在当时也是先进的。政府官员通过

竞争性考试选拔任用。

20186月大学英语六级考试真题及答案及解析

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