2017年6月英语六级考试试题第3套PartⅡListening Comprehension(30 minutes)L<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<特别说明<<<六级考试每次仅考两套听力第三套听力试题同第一套或第二套试题一致PartⅢReading Comprehension(40 minutes)Section ADirections:In this section,there is a passage with ten blanks.You are required to select one word foreach 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 is identifiedby a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with asingle 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'tseem to keep their inner monologues (in are actually more likely to stay on task,remain 26better and show improved perception capabilities.Not bad,really,for some extra muttering.According to a series of experiments published in the Quarterly Journal of ExperimentalPsychology by professors Gary Lupyan and Daniel Swignley,the act of using verbal clues to 27mental pictures helps people function quicker.In one experiment,they showed pictures of various objects to twenty 28 and asked them tofind just one of those,a banana.Half were 29 to repeat out loud what they were looking for andthe other half kept their lips 30.Those who talked to themselves found the banana slightly fasterthan 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 helped quicken someone's pace,buttalking 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 professorshope to refute that idea,34 that just as when kids walk themselves through a process,adults canbenefit 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 astoo much information.第1/8页淘宝店铺：光速考研工作室A)apparentlyobscurelyB)arrogancesealedbrillianceK)spectatorsD)claimingL)triggerE)dedicatedM)utteringF)focusedN)volumeG)incurO)volunteersH)instructedSection BDirections:In this section,you are going to read a passage with ten statements attached to it.Eachstatement contains information given in one of the paragraphs.Identify the paragraph fromwhich the information is derived.You may choose a paragraph more than once.Eachparagraph is marked with a letter.Answer the questions by marking the corresponding letteron 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-schoolprograms,according to a new Pew Research Center survey.There are usually two parents,who spenda 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 raisingchildren,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 deepensocioeconomic divisions,especially because education is strongly linked to earnings.Children growup learning the skills to succeed in their socioeconomic stratum ()but not necessarily others.[E]"Early childhood experiences can be very consequential for children's long-term social,emotionaland cognitive development,"said Sean Reardon,professor of poverty and inequality in educationat Stanford University."And because those influence educational success and later eamnings,earlychildhood experiences cast a lifelong shadow."The cycle continues:Poorer parents have less timeand fewer resources to invest in their children,which can leave children less prepared for schooland work,which leads to lower eamings.[F]American parents want similar things for their children,the Pew report and past research have found:第2/8页淘宝店铺：光速考研工作室for them to be healthy and happy,honest and ethical,caring and compassionate.There is no bestparenting style or philosophy,researchers say,and across income groups,92%of parents say they aredoing a good job at raising their children.Yet they are doing it quite differently.Middle-class andhigher-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 Unegual Childhoods:Class,Race and Family Life.They try to develop their skills through close supervision and organizedactivities,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 fargreater independence and time for free play.They are taught to be compliant and respectful toadults.There are benefits to both approaches.Working-class children are happier,moreindependent,complain less and are closer to family members,Ms.Lareau found.Higher-incomechildren are more likely to declare boredom and expect their parents to solve their problems.Yetlater on,the more affluent children end up in college and on the way to the middle class,whileworking-class children tend to struggle.Children from higher-income families are likely to have theskills 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 somestrategies give children more advantages than others in institutions?Probably they do.Willparents 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 tospend on music class or preschool,and less flexible schedules to take children to museums orattend school events.Extracurricular activities reflect the differences in child rearing in the Pewsurvey,which was of a nationally representative sample of 1,807 parents.Of families eaming morethan 75,000 a year,84%say their children have participated in organized sports over the pastyear,64%have done volunteer work and 62%have taken lessons in music,dance or art.Offamilies earning less than 30,000,59%of children have done sports,37%have volunteered and41%have taken arts classes.[J]Especially in affluent families,children start young.Nearly half of high-eaming,college-graduateparents 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 schedulesare too hectic,compared with 8%of poorer parents.[K]Another example is reading aloud,which studies have shown gives children bigger vocabulariesand better reading comprehension in school.71%of parents with a college degree say they do itevery day,compared with 33%of those with a high school diploma or less.White parents aremore likely than others to read to their children daily,as are married parents.Most affluentparents enroll their children in preschool or day care,while low-income parents are more likely todepend on family members.Discipline techniques vary by education level:8%of those with a第3/8页淘宝店铺：光速考研工作室