2017大学英语六级考试真题及解析第一套（3）

>>英语六级考试试题：2017大学英语六级考试真题及解析第一套（3）

>>英语六级备考攻略讲解课程

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.

26. 【解析】F。空格前的remain为系动词，因此空格处需要填入一个形容词；根据前面的句意“……更有可能坚持做一件事”，可知focused最为符合，表示“保持全神贯注”，因此本题选F。

27. 【解析】L。根据空格前的to可判断空格处应填入动词原形，根据句意，“使用口头提示来记忆图像”，可知选项L符合。

28. 【解析】0。空格前是量词twenty，因此空格处需填入一个名词复数；再由前边的“In one experiment”可知这是一个实验，所以这里选择volunteers（志愿者）最为合适，故本题选0。

29. 【解析】H。空格前后分别为be动词were和介词to，因此空格处需要填入一个动词的被动语态；根据句意，“一半人被_____要大声地重复他们要找的东西，”可知instructed（通知，指导）最为合适，因此本题答案选H。

30. 【解析】J。根据句子结构可判断空格处需要填入一个形容词。再由the other half对应的是前边的Half， 可知这里的情况和前边的不同，前边说repeat out loud（大声地重复），后边自然就是要表达“不说话” 的意思，keep one’s lips sealed即“闭上嘴巴、不说话”的意思，故本题选J。

31. 【解析】M。空格前的that引导的是宾语从句，空格与后面的名词词组the name of a common product共同充当宾语从句的主语，因此空格处应填入动词的-ing形式，根据句意可判断uttering更为合适，故本题选M。

32. 【解析】A。空格所在句是一个现在完成时态，空格前后组成谓语动词have matured，因此空格处实际上并不缺成分，只可能填入一个副词来修饰动词matured，根据单词意思，这里应选apparently。

33. 【解析】C。根据空格前边的a great sign of可知，空格处缺少一个名词；再根据句意，“当你足够成熟时，自言自语并不能显示出你的_____”，可知这里填入brilliance更为合适。故本题选C。

34. 【解析】D。空格前边是一句完整的话，空格后是that从句，由此判断空格处 填入动词的-ing形式，作为前边句子的伴随状语，并引导后面的宾语从句；分析选项，动词的-ing形式只剩下claiming这一个词，故本题选D。

35. 【解析】N。空格处需要填入一个名词，与前边的At any构成介词词组；结合整篇文章的大意，此处填入volume最为合适，故本题选N。

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,”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.“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 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.

36.【解析】G。根据题干中的关键词working-class parents, respect to adults可定位至[G]段。

37.【解析】F。根据题干中的关键词American parents和different ways of parenting可定位至[F]段。

38.【解析】M。根据题干中的关键词psychological well-being和children's safety可定位至[M]段。

39.【解析】D。根据题干中的关键词differences in child rearing和inequality可定位至[D]段。

40.【解析】G。根据题干中的关键词proaches和approaches可定位至[G]段。

41.【解析】O。根据题干中的关键词neighborhoods可定位至[0]段。

42.【解析】K。根椐题干中的关键physical punishment和well-educated parents可定位至[K]段。

43.【解析】H。根据题干中的关键词Ms. Lareau和fewer after-class activities可定位至[H]段。

44.【解析】B。根据题干中的关键词mental health和busy schedules可定位至[B]段。

45.【解析】P。根据题干中的关键词socioeconomic differences, shrunk和in the past ten years可定位至[P]段。

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