2017年6月六级考试题目答案第三套

17.06.3

2017

年

6

月大学英语六级考试真题

(

第

3

套

)

Part

Ⅰ

Writing

(30 minutes)

Directions: Directions: Suppose you are asked to give advice on whether to majo

r 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.

Part

Ⅱ

Listening Comprehension (30 minutes)

说明：

2017

年

6

月大学英语六级真题全国共考 了两套听力。本套（即第三

套）

的听力材料与第一套完全一样，

只是选项的顺序不同而已，

故本套不再重复

给出。

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. Rea

d the passage through carefully before making your choices. Each choice in the bank i

s 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 th

e bank more than once. Questions 26 to 35 are based on the following passage.

Half of your brain stays alert and prepared for danger when you sleep in a new p

lace, a study has revealed. This phenomenon is often 26 to as the

“

first-night- eff

ect

”

. Researchers from Brown University found that a network in the left hemispher

e of the brain

“

remained more active

”

than the

network in the right side of the brain. Playing sounds into the right ears (stimula

ting the left hemisphere) of 27 was more likely to wake them up than if the noise

s were played into their left ear.

It was 28 observed that the left side of the brain was more active during deep sl

eep. When the researchers repeated the laboratory experiment on the second and th

ird nights they found the left

hemisphere could not be stimulated in the same way during deep sleep. The res

earchers explained that the study demonstrated when we are in a 29 environment th

e brain partly remains alert so that humans can defend themselves against any 30

danger.

The researchers believe this is the first time that the

“

first-night- effect

”

of diff

erent brain states has been 31 in humans. It isn

?

t, however, the first time it has ever been seen. Some animal 32 also display this p

henomenon. For example, dolphins, as well as other 33 animals, shut down one

hemisphere of the brain when they go to sleep. A previous study noted that dol

phins always 34 control their breathing. Without keeping the brain active while slee

1

17.06.3

ping, they would probably drown. But, as the human study suggest, another reason f

or dolphins keeping their eyes open during sleep is that they can look out for 35

while asleep. It also keeps their physiological processes working.

A) classified B) consciously C) dramatically D) exotic E) identified F) inherent G)

marine H) novel

I) potential J) predators K) referred L) species M) specifically N) varieties O) volu

nteers

Section B

Directions: In this section, you are going to read a passage with ten statements a

ttached to it. Each

statement contains information given in one of the paragraphs. Identify the para

graph from which the information is derived. You may choose a paragraph more than

paragraph is marked with a letter. Answer the questions by marking the c

orresponding letter on Answer Sheet 2.

Elite Math Competitions Struggle to Diversify Their Talent Pool

[A] Interest in elite high school math competitions has grown in recent years, an

d in light of last summer

?

s U.S. win at the International Math Olympiad (IMO)---the first for an American team

in more than two decades

—

the trend is likely to continue.

[B] But will such contests, which are overwhelmingly dominated by Asian and w

hite students from middle- class and affluent families, become any more diverse? Ma

ny social and cultural factors play roles in determining which promising students get

on the path toward international math recognition. But efforts are in place to expose

more black, Hispanic, and low-income students to advanced math, in the hope that t

he demographic pool of high- level contenders will eventually begin to shift and beco

me less exclusive. [C]

“

The challenge is if certain types of people are doing somethi

ng, it

?

s difficult for other people to break into it,

”

said Po-Shen Loh, the head coach of last

year

?

s winning U.S. Math Olympiad team.

Participation grows through friends and networks and if

“

you realize that

?

s how they

?

re growing, you can start to take action

”

and bring in other students, he said.

[D] Most of the training for advanced-math competitions happens outside the c

onfines of the normal school day. Students attend after-school clubs, summer camps,

online forums and classes, and university-based

“

math circles

”

, to prepare for the

competitions.

[E] One of the largest feeders for high school math competitions

—

including those that eventually lead to the IMO

—

is a middle school program called Math Counts. About 100,000 students around the c

ountry participate in the program

?

s competition series, which culminates in a national game-show- style contest held ea

ch May. The most recent one took place last week in Washington, D.C. Students join a

team through their schools, which provide a volunteer coach and pay a nominal fee t

2

17.06.3

o send students to regional and state competitions. The 224 students who make it to

the national competition get an all-expenses- paid trip. [F] Nearly all members of last

year

?

s winning U.S. IMO team took part in Math Counts as middle school students, as did L

oh, the coach.

“

Middle school is an important age because students have enough m

ath capability to solve advanced problems, but they haven

?

t really decided what they want to do with their lives,

”

said Loh.

“

They often get h

ooked then.

”

[G] Another influential feeder for advanced-math students is an online school called

Art of Problem Solving, which began about 13 years ago and now has 15,000 users. S

tudents use forums to chat, play games, and solve problems together at no cost, or t

hey can pay a few hundred dollars to take courses with trained teachers. According t

o Richard Rusczyk, the company founder, the six U.S. team members who competed

at the IMO last year collectively took more than 40 courses on the site. Parents of ad

vanced- math students and Math Counts coaches say the children are on the website

constantly.

[H] There are also dozens of summer camps

—

many attached to universities

—

that aim to prepare elite math students. Some are pricey---a three-week intensive pr

ogram can cost $$4,500 or more

—

but most offer scholarships. The Math Olympiad Summer Training Program is a three-

week math camp held by the Mathematical Association of America that leads straigh

t to the international championship and is free for those who make it. Only about 50

students are invited based on their performance on written tests and at the USA Mat

h Olympiad.

[I] Students in university towns may also have access to another lever for involve

ment in accelerated math: math circles. In these groups, which came out of an Easter

n European tradition of developing young talent, professors teach promising K-12 stu

dents advanced mathematics for several hours after school or on weekends. The Los

Angeles Math Circle, held at the University of California, Los Angeles, began in 2007

with 20 students and now has more than 250.

“

These math circles cost nothing, or t

hey

?

re very cheap for students to get involved in, but you have to know about them,

”

sa

id Rusczyk.

“

Most people would love to get students from more underserved popul

ations, but they just can

?

t get them in the door. Part of it is communication; part of it is transportation.

”

[J] It

?

s no secret in the advanced-math community that diversity is a problem. According t

o Mark Saul, the director of competitions for the Mathematical Association of Americ

a, not a single African-American or Hispanic student ---and only a handful of girls---ha

s ever made it to the Math Olympiad team in its 50 years of existence. Many schools

simply don

?

t prioritize academic competitions.

“

Do you know who we have to beat?

”

asked Sa

ul.

“

The football team, the basketball team--- that

?

s our competition for resources, student time, attention, school dollars, parent effort

3

17.06.3

s, school enthusiasm.

”

[K] Teachers in low-income urban and rural areas with no history of participating

in math competitions may not know about advanced-math opportunities like Math C

ounts

—

and those who do may not have support or feel trained to lead them.

[L] But there are initiatives in place to try to get more underrepresented student

s involved in accelerated math. A New York City-based nonprofit called Bridge to Ente

r Mathematics runs a residential summer program aimed at getting underserved stud

ents

，

mostly black and Hispanic, working toward math and science careers. The summer af

ter 7th grade, students spend three weeks on a college campus studying advanced m

ath for seven hours a day. Over the next five years, the group helps the students get i

nto other elite summer math programs, high-performing high schools, and eventually

college. About 250 students so far have gone through the program, which receives f

unding from the Jack Kent Cooke Foundation.

[M]

“

If you look at a lot of low-income communities in the United States, there

are programs that are serving them, but they

?

re primarily centered around

?

Let

?

s get these kids

?

grades up

?

, and not around

?

Let

?

s get these kids access to the same kinds of opportunities as more-affluent kids,

?

”

said Daniel Zaharopol, the founder and executive director of the program.

“

We

?

re trying to create that pathway.

”

Students apply to the program directly through th

eir schools.

“

We want to reach parents who are not plugged into the system,

”

said

Zaharopol.

[N] In the past few years, Math Counts added two new middle school programs

to try to diversify its participant pool---the National Math Club and the Math Video C

hallenge. Schools or teachers who sign upfor the National Math Club receive a kit full

of activities and resources, but there

?

s no special teacher training and no competition attached.

[O] The Math Video Challenge is a competition, but a collaborative one. Teams o

f four students make a video illustrating a math problem and its real-world applicatio

n. After the high-pressure Countdown round at this year

?

s national Math Counts competition, in which the top 12 students went head to head

solving complex problems in rapid fire, the finalists for the Math Video Challenge too

k the stage to show their videos. The demographics of that group looked quite differe

nt from those in the competition round---of the 16 video finalists, 13 were girls and e

ight were African- American students. The video challenge does not put individual stu

dents on the hot seat ---so it

?

s less intimidating by design. It also adds the element of artistic creativity to attract a

new pool of students who may not see themselves as

“

math people

”

. 36. Middle s

chool is a crucial period when students may become keenly interested in advanced m

athematics.

37. Elite high school math competitions are attracting more interest throughout

the United States. 38. Math circles provide students with access to advanced-math tr

aining by university professors. 39. Students may take advantage of online resources

to learn to solve math problems.

4

17.06.3

40. The summer program run by a nonprofit organization has helped many unde

rserved students learn advanced math.

41. Winners of local contests will participate in the national math competition fo

r free. 42. Many schools don

?

t place academic competitions at the top of their priority list.

43. Contestants of elite high school math competitions are mostly Asian and whi

te students from well-off families.

44. Some math training programs primarily focus on raising students

?

math scores.

45. Some intensive summer programs are very expensive but most of them prov

ide scholarships.

Section C

Directions: There are 2 passages in this section. Each passage is followed by som

e questions or

unfinished statements. For each of them there are four choices marked A, B, C a

nd D. You should decide on the best choice and mark the corresponding letter on Ans

wer Sheet 2 with a single line through the centre.

Passage One

Questions 46 to 50 are based on the following passage.

We live today indebted to McCardell, Cashin, Hawes, Wilkins, and Maxwell, and

other women who liberated American fashion from the confines of Parisian design. I

ndependence came in tying, wrapping, storing, harmonizing, and rationalizing that w

ardrobe. These designers established the modem dress code, letting playsuits and ot

her active wear outfits suffice for casual clothing, allowing pants to enter the wardro

be, and prizing rationalism and versatility in dress, in contradiction to dressing for an

occasion or allotment of the day. Fashion in America was logical and answerable to th

e will of the women who wore it. Implicitly or explicitly, American fashion addressed

a democracy, whereas traditional Paris-based fashion was prescriptive and imposed o

n women, willing or not.

In an earlier time, American fashion had also followed the dictates of Paris, or ev

en copied and pirated specific French designs. Designer sportswear was not modeled

on that of Europe, as

“

modem art

”

would later be; it was genuinely invented and

developed in America. Its designers were not high-end with supplementary lines. The

design objective and the business commitment were to sportswear, and the

distinctive traits were problem-solving ingenuity and realistic lifestyle applicatio

ns. Ease of care was mostimportant: summer dresses and outfits, in particular, were c

hiefly cotton, readily capable of being washed and pressed at home. Closings were si

mple, practical, and accessible, as the modem woman depended on no personal mai

d to dress her. American designers prized resourcefulness and the freedom of wome

n who wore the clothing.

Many have argued that the women designers of this time were able to project t

heir own clothing values into a new style. Of course, much of this argument in the 19

30s-40s was advanced because there was little or no experience in justifying apparel(

5

17.06.3

服

装

) on the basis of utility. If Paris was cast aside, the tradition of beauty was also

to some degree slighted. Designer sportswear would have to be verified by a standar

d other than that of pure beauty; the emulation of a designer

?

s life in designer sportswear was a crude version of this relationship. The consumer w

as ultimately to be mentioned as well, especially by the likes of Dorothy Shaver, who

could point to the sales figures at Lord & Taylor.

Could utility alone justify the new ideas of the American designers? Fashion is of

ten regarded as a pursuit of beauty, and some cherished fashion

?

s trivial relationship to the fine arts. What the designers of the American sportswear

proved was that fashion is a genuine design art, answering to the demanding needs o

f service. Of course these practical, insightful designers have determined the course o

f late twentieth-century fashion. They were the pioneers of gender equity, in their us

eful, adaptable clothing, which was both made for the masses and capable of self- ex

pression. 46. What contribution did the women designers make to American fashion?

A) They made some improvements on the traditional Parisian design.

B) They formulated a dress code with distinctive American features.

C) They came up with a brand new set of design procedures.

D) They made originality a top priority in their fashion design.

47. What do we learn about American designer sportswear?

A) It imitated the European model.

B) It laid emphasis on women

?

s beauty.

C) It represented genuine American art.

D) It was a completely new invention.

48. What characterized American designer sportswear?

A) Pursuit of beauty.

B) Decorative closings.

C) Ease of care.

D) Fabric quality.

49. What occurred in the design of women

?

s apparel in America during the 1930s-40s?

A) A shift of emphasis from beauty to utility.

6