2018大學(xué)英語六級三套真題+答案及解析

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1、 ...wd... 2017 年 6 月大學(xué)英語六級考試真題(第 1 套) PartⅠ Writing (30minutes) 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

2、 150words but no more than 200 words. PartⅡ ListeningComprehension (30minutes) 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 h

3、ear 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 wouldfeelinsulted. B) He would fe

4、el verysad. C) He wouldbeembarrassed. D) He would bedisappointed. 2. A) They are worthy ofa prize. B) They are of littlevalue. C) They makegoodreading. D) They needimprovement. 3. A) He seldom writes a book straightthrough. B) He writes several bookssimultaneously. C) He draws on his real-life

5、experiences. D) He often turns to his wife forhelp. 4. A) Writing a book is just like watching a footballmatch. B) Writers actually work every bit as hard asfootballers. C) He likes watching a football match after finishing abook. D) Unlike a football match, there is no end to writing abook. Q

6、uestions 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 incollege. C) High college dropout rates among blackathletes. D) Undergraduate enrollments of blackathletes. 6. A) They display great

7、 talent in every kind ofgame. B) They are better at sports than at academicwork. C) They have difficulty finding money to complete theirstudies. D) They make money for the college but often fail to earn adegree. 7. A)About15%. B) Around40%. C) Slightlyover50%. D) Approximately70%. 8. A) Coache

8、s lack the incentive to graduatethem. B) College degrees do not count much tothem. C) They have little interest in academicwork. D) Schools do not deem it a seriousproblem. Section B Directions: In this section, you will hear two passages. At the end of each passage, you will hear three or four

9、 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 base

10、d on the passage you have just heard. 9. A)Marketingstrategies. B) Holidayshopping. C)Shoppingmalls. D) Onlinestores. 10. A) About 50% of holidayshoppers. B) About 20-30% of holidayshoppers. C) About 136million. D) About 183.8million. 11. A) They have fewercustomers. B) They find it hard tos

11、urvive. C) They are thriving oncemore. D) They appeal to elderlycustomers. 12. A) Better quality of consumergoods. B) Higher employment andwages. C) Greater varieties ofcommodities. D) People having more leisuretime. Questions 13 to 15 are based on the passage you have just heard. 13. A) The

12、y are new species of biginsects. B) They are overprescribedantibiotics. C) They are life-threateningdiseases. D) They are antibiotic-resistantbacteria. 14. A) Antibiotics are now in shortsupply. B) Many infections are no longercurable. C) Large amounts of tax money arewasted. D) Routine opera

13、tions have becomecomplex. 15. A)Facilities. B) Expertise. C) Money. D) Publicity. 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

14、the best answer from the four choices marked A), B), CJ 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) It is accessible only to thetalented. B) It improves students’ abil

15、ity tothink. C) It starts a lifelong learningprocess. D) It gives birth to many eminentscholars. 17. A) They encourage academicdemocracy. B) They promoteglobalization. C) They uphold the presidents’authority. D) They protect students’rights. 18. A) His thirstforknowledge. B) His eagerness to

16、find ajob. C) His contempt for authority. D) His potential forleadership. Questions 19 to 22 are based on the recording you have just heard. 19. A) Few people know how to retrieve informationproperly. B) People can enhance their memory with a fewtricks. C) Most people have a rather poor long-te

17、rm memory. D) People tend to underestimate their mentalpowers. 20. A) They present the states in a surprisingly differentorder. B) They include more or less the same number ofstates. C) They are exactly the same as is shown in theatlas. D) They contain names of the most familiarstates. 21. A)

18、Focusing on what is likely to betested. B) Having a good sleep the nightbefore. C) Reviewing your lessons where the exam is to takeplace. D) Making sensible decisions while choosing youranswers. 22. A) Discover when you can learnbest. B) Change your time of study daily. B) Give yourself a doub

19、le bonusafterwards. D) Follow the example of a marathon runner. Questions 23 to 25 are based on the recording you have just heard. 23. A) He isapolitician. B) He is abusinessman. C) He isasociologist. D) He is aneconomist. 24. A) Inslums. B) InAfrica. C) In pre-industrialsocieties. D) In dev

20、elopingcountries. 25. A)Theyhavenoaccesstohealthcare,letaloneentertainmentorrecreation. B) Their income is less than 50% of the national average familyincome. C) They work extra hours to have their basic needsmet. D) Their children cannot afford to go to privateschools. PartIII ReadingComprehen

21、sion (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 thepassage through carefully before making your choices. Each choice in the bank

22、 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. Questions 26 to 35 are based on the following passage. Let’s all stop judging people who talk to them

23、selves. New research says that those who can’t seem to keep their inner monologues( 獨 白 ) in are actually more likely to stay on task, remain26 better and show improved perception capabilities. Not bad, really, for some extra muttering. According to a series of experiments published in the Quarterl

24、y Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to27 mental pictures helps people function quicker. In one experiment, they showed pictures of various objects to twenty28 and asked them to find just one of those, a banana. Half were2

25、9 to repeat out loud what they were looking for and the other half kept their lips30. 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 that31 the name of a common product when on the hunt for it

26、 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’ve32 matured is not a great sign of33. The two professors hope to refute th

27、at 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 sim

28、ple, like a grocery list. At any35, there’s still such a thing as too much information. A) Apparently B) Arrogance C) Brilliance D) Claiming E) Dedicated F) Focused G) Incur H) Instructed I) Obscurely J) Sealed K) spectators L) Trigger M) Uttering N) Volume O) Volunteers Section B

29、 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 witha

30、letter. Answer the questions by markingthecorresponding letter on Answer Sheet2. Rich Children and Poor Ones Are Raised Very Differently [A] ThelivesofchildrenfromrichandpoorAmericanfamilieslookmoredifferentthaneverbefore. [B] Well-off families are ruled by calendars, with children enrolled in ba

31、llet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend alot 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

32、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 thelaw. [D] The class differences in child rearing are growing — a symptom of widening in

33、equality 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 learningtheskillstosucceedintheirsocioeconomicstratum (階層), butnotnecessarilyothers. [

34、E] “Earlychildhoodexperiencescanbeveryconsequentialforchildren’slong-termsocial,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 expe

35、riences 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

36、 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 quit

37、e 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 cl

38、ose supervision and organized activities, and teach children to question authority figures and navigate eliteinstitutions. [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 complia

39、nt 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. Ye

40、t 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. Lareausaid. [H] “Do all

41、 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 doubtit.〞 [I] Social scientists say th

42、e 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 national

43、ly 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 chil

44、dren have done sports, 37% have volunteered and 41% have taken artsclasses. [J] Especiallyinaffluentfamilies,childrenstartyoung.Nearlyhalfofhigh-earning,college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income, less- educated parents

45、. Nonetheless, 20% of well-off parents say their children’s schedules are too hectic, compared with 8% of poorerparents. [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

46、 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

47、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 orless. [L] The survey also probed attitudes and anxieties. Interestingly, parents’ attitudes t

48、oward 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 import

49、ant to them that their children earn a college degree, compared with 39% of wealthierparents. [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 c

50、ollege- 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

51、 their child will get shot, compared with one-fifth of high-income parents. They are more worried about their children being depressed oranxious. [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 issu

52、es like the quality of their neighborhood for raising children,participationinextracurricularactivitiesandinvolvementintheirchildren’seducation. [O] Children were not always raised so differently. The achievement gap between children from high- and low-income families is 30-40% larger among childre

53、n 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 a

54、nd 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-classwage. [P] Yet there are recent signs that the gap could be starting

55、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, havenarrowed. [Q] Public policies aimed at young children have helped, including public preschool programs and readinginitiatives.

56、Addressingdifferencesintheearliestyears,itseems,couldreduceinequalityinthenext generation. 36. Working-class parents teach their children to be obedient and show respect toadults. 37. American parents, whether rich or poor, have similar expectations of their children despite different ways ofparen

57、ting. 38. Whilerichparentsaremoreconcernedwiththeirchildren’spsychologicalwell-being,poorparents are more worried about their children’ssafety. 39. The increasing differences in child rearing between rich and poor families reflect growing social inequality. 40. Parenting approaches of working-cla

58、ss and affluent families both haveadvantages. 41. Higher-incomefamiliesandworking-classfamiliesnowtendtoliveindifferentneighborhoods. 42. Physical punishment is used much less by well-educatedparents. 43. Ms.Lareaudoesn’tbelieveparticipatinginfewerafter-classactivitieswillnegativelyaffect childre

59、n’sdevelopment. 44. Wealthy parents are concerned about their children’s mental health and busyschedules. 45. Some socioeconomic differences in child rearing have shrunk in thepast ten years. Section C Directions: There are 2 passages in this section. Each passage is followed by some questions o

60、r unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One Questions 46 to 50 are based on the following passage. Tennessee’s tec

61、hnical 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 J

62、ohn 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

63、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 presi

64、dents. “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. Hasla

65、m 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 b

66、y 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 fac