2017年6月六级真题卷一含答案
食品生物技术专业-北京建筑大学研究生院
2017年6月大学英语六级真题(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 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 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) 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 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), 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 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.
C) 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 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 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 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.
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,” sa id 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 sa id. “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 extrac urricular
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 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 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’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.
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
w ell 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 Bil l 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 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 facilities
B)make workers less motivated
in performing duties
C)render a number of
campus workers jobless
D)lead to the
privatization of campus facilities
49. 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 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,
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 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 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 into
English. 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。经过近三百年的发展，唐代中
国成为世界上最
繁荣的强国，其首都长安是当时世界上最大的都市。这一时期，经济发达、
商业繁荣、社会秩序稳定，甚
至边境也对外开放。随着城市化和财富的增加，艺术和文学也
繁荣起来。李白和杜甫是以作品简洁自然而
著称的诗人。他们的诗歌打动了学者和普通人的
心。即使在今天，他们的许多诗歌仍广为儿童及成人阅读
背诵。
参考答案
2017年6月六级真题第一套答案
Part I
Writing (30 minutes)
【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 question, 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 one’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 no one-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. 1~5
ABADC 6~10 DCABD 11~15 CBDDC
16~20 BAADB
21~25 ACCDB 26~30FLOHJ 31~35 MACDN 36~40 GFMDG
41~45 OKHBP
46~50 ABCAD 51~55 BCDBA
【翻译答案】
The Tang Dynasty, which dated from 618 and
ended in 907, was the most prosperous period in
Chinese history. After nearly three hundred
years of development, it had become the most
flourishing power around the world, with its
capital Chang’ an as the largest metropolis in the
world.
China during that period was embodied
in the booming economy, thriving commerce, stable
social
order and even the open borders. As
urbanization gained its momentum and wealth
accumulated, art
and literature also
flourished. Li Bai and Du Fu were poets
distinguished for their concise and
natural
writing style. Their poetry struck a chord with
scholars as well as ordinary people. Even
today, many of their poems are still widely
read and recited by children and adults.