2020年9月大学英语六级考试真题（一）
Part I Writing (30 minutes)
Directions: For this part ,you are allowed 30 minutes to write an essay on the saying What is worth doing is worth doing well. You should 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.
梦见哭的很伤心Questions 1 to 4 are based on the conversation you have just heard.
1.A) She can devote all her life to pursuing her passion.
B)Her accu ulated expertise helps her to achieve her goals.
C)She can spread her academic ideas on a weekly TV show.
D)Her research findings are widely acclaimed in the world.
2.A) Provision of guidance for nuclear labs in Europe.
B)Touring the globe to attend science TV shows.
C)Overseeing two research groups at Oxford.
D)Science education and scientific research.
3.A) A better understanding of a subject.C)A broader knowledge of related fields.
B)A stronger will to meet challenges.
4.A) By applying the latest research methods.
B)By making full use of the existing data.D)A closer relationship with young people.
C)By building upon previous discoveries.
D)By utilizing more powerful computers.
Questions 5 to 8 are based on the conversation you have just heard.
5.A) They can predict future events.C)They have cultural connotations.
B)They have no special meanings.D)They cannot be easily explained.
6.A) It was canceled due to bad weather.C)She dreamed of a plane crash.
B)She overslept and missed the flight.D)It was postponed to the following day.
7.A) They can be affected by people's childhood experiences.
B)They may sometimes seem ridiculous to a rational mind.
C)They usually result from people's unpleasant memories.
D)They can have an impact as great as rational thinking.
8.A) They call for scientific methods to interpret.
B)They mirror their long-cherished wishes.
C)They reflect their complicated emotions.
D)They are often related to irrational feelings.
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 11 are based on the passage you have just heard.
9.A) Radio waves.C)Robots.
B)Sound waves.D)Satellites.
10.A) It may be freezing fast beneath the glacier.C)It may have certain rare minerals in it.
B)It may have micro-organisms living in it.D)It may be as deep as four kilometers.
11.A) Help understand life in freezing conditions.C)Provide information about other planets.
B)Help find new sources of fresh water.D)Shed light on possible life in outer space. Questions 12 to 15 are based on the passage you have just heard.
12.A) He found there had been little research on their language.
B)He was trying to preserve the languages of the Indian tribes.
C)His contact with a social worker had greatly aroused his interest in the tribe.
D)His meeting with Gonzalez had made him eager to learn more about the tribe.
13.A) He taught Copeland to speak the Tarahumaras language.
B)He persuaded the Tarahumaras to accept Copeland's gifts.
C)He recommended one of his best friends as an interpreter.有关亲情的诗句
D)He acted as an intermediary between Copeland and the villagers.
14.A) Unpredictable.C)Laborious.
B)Unjustifiable.D)Tedious.
15.A) Their appreciation of help from the outsiders.
B)Their sense of sharing and caring.
C)Their readiness to adapt to technology.
D)Their belief in creating wealth for themselves.
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), C) and D). Then mark the corre spo nding 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) They tend to be silenced into submission.C)They will feel proud of being pioneers.
B)They find it hard to defend themselves.D)They will feel somewhat encouraged.
17.A) One who advocates violence in effecting change.
B)One who craves for relentless transformations.
C)One who acts in the interests of the oppressed.
D)One who rebels against the existing social order.
18.A) They tried to effect social change by force.C)They served as a driving force for progress.
B)They disrupted the nation's social stability.D)They did more harm than good to humanity. Questions 19 to 21 are based on the recording you have just heard.
金银珠宝的意思19.A) Few of us can ignore changes in our immediate environment.
B)It is impossible for us to be immune from outside influence.
C)Few of us can remain unaware of what happens around us.
D)It is important for us to keep in touch with our own world.
20.A) Make up his mind to start all over again.
B)Stop making unfair judgements of others.
C)Try to find a more exciting job somewhere else.
D)Recognise the negative impact of his coworkers.
21.A) They are quite susceptible to suicide.C)They suffer a great deal from ill health.
B)They improve people's quality of life.D)They help people solve mental problems. Questions 22 to 25 are based on the recording you have just heard.
22.A) Few people can identify its texture.
B)Few people can describe it precisely.
23.A) It has never seen any change.
B)It has much to do with color.
24.A) People had little faith in paper money.
B)They could last longer in circulation.
25.A) The stabilization of the dollar value.
B)The issuing of government securities.
Part ][ Section A Reading Comprehension
C)Its real value is open to interpretation.
D)Its importance is often over-estimated.
C)It is a well-protected government secret.
D)It is a subject of study by many forgers.
C)It predicted their value would increase.
D)They were more difficult to counterfeit.
C)A gold standard for American currency.
D)A steady appreciation of the U.S. dollar.
(40 minutes)
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.
Overall, men are more likely than women to make excuses. Several studies suggest that men feel the need to appear competent in all 26 , while women worry only about the skills in which they've invested 27 . Ask a man and a woman to go diving for the first time, and the woman is likely to jump in, while the man is likely to say he's not feeling too well.
Ironically, it is often success that leads people to flirt with failure. Praise won for 28 a skill suddenly
puts one in the position of having everything to lose. Rather than putting their reputation on the line again, many successful people develop a handicap-drinking, 29 , depression—that allows them to keep their status no matter what the future brings. An advertising executive 30 for depression shortly after winning an award put it this way: "Without my depression, I'd be a failure now; with it, I'm a success'on hold.'"
In fact, the people most likely to become chronic excuse makers are those 31 with success. Such people are so afraid of being 32 a failure at anything that they constantly develop one handicap or another in order to explain away failure.
Though self-handicapping can be an effective way of coping with performance anxiety now and then, in the end, researchers say, it will lead to 33 . In the long run, excuse makers fail to live up to their true 34 and lose the status they care so much about. And despite their protests to the 35 they have only themselves to blame.
A)contrary F)labeled K)potential
B)fatigue G)legacies L)realms
C)heavily H)mastering M)reciprocal
D)heaving I)momentum N)ruin
E)hospitalized J)obsessed0)viciously
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.
Six Potential Brain Benefits of Bilingual Education
国家鞋类三包规定A)Brains, brains, brains. People are fascinated by brain research. And yet it can be hard to point to
places where our education system is really making use of the latest neuroscience (神经科学）findings.
But there is one happy link where research is meeting practice: bilingual (双语的）education. "In the last 20 years or so, there's been a virtual explosion of research on bilingualism," says Judith Kroll, a professor at the University of California, Riverside.
B)Again and again, researchers have found, "bilingualism is an experience that shapes our brain for
life," in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education. At the same time, one of the hottest trends in public schooling is what's often called dual-language or twoway immersion programs.
C)Traditional programs for English-language learners, or ELLs, focus on assimilating students into
English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and a target language. The goal is functional bilingualism and biliteracy for all students by middle school. New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding duallanguage classrooms.
D)The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on
复联四有彩蛋吗"English first" education. Most famously, California passed Proposition 227 in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.
Proposition 58, passed by California voters on November 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of Englishlanguage learners.
E)Some of the insistence on English-first was founded on research produced decades ago, in which
bilingual students underperformed monolingual (单语的）English speakers and had lower IQ scores.
Today's scholars, like Ellen Bialystok at York University in Toronto, say that research was "deeply flawed." "Earlier research looked at socially disadvantaged groups," agrees Antonella Sorace at the University of Edinburgh in Scotland. "This has been completely contradicted by recent research" that compares groups more similar to each other.
F)So what does recent research say about the potential benefits of bilingual education? It turns out that,
in many ways, the real trick to speaking two languages consists in managing not to speak one of those languages at a given moment—which is fundamentally a feat of paying attention. Saying "Goodbye" to mom and then "Gu t en tag" to your teacher, or managing to ask for a crayola roja inst
ead of a red crayon (蜡笔），requires skills called "inhibition" and "task switching." These skills are subsets of an ability called executive function.
G)People who speak two languages often outperform monolinguals on general measures of executive
function. "Bilinguals can pay focused attention without being distracted and also improve in the ability to switch from one task to another," says Sorace.
H)Do these same advantages benefit a child who begins learning a second language in kindergarten instead
of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.
I)Young children being raised bilingual have to follow social cues to figure out which language to use with
which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 have demonstrated a head start on tests of perspective-taking and theory of mind—both of which are fundamental social and emotional skills.
J)About 10 percent of students in the Portland, Oregon public schools are assigned by lottery to duallanguage classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.
Jennifer Steele at American University conducted a four-year, randomized trial and found that these dual-language students outperformed their peers in English-reading skills by a full school-year's worth of learning by the end of middle school. Because the effects are found in reading, not in math or science where there were few differences, Steele suggests that learning two languages makes students more aware of how language works in general.
K)The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on
a standard test, but very different language experiences. Some were foreign-language dominant and
others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had a much weaker English vocabulary than the native speakers. Yet they were just as good at interpreting a text. "This is very surprising," Luk says. "You would expect the reading comprehension performance to mirror the vocabulary—it's a cornerstone of comprehension."
L)How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line. They got to the same results as the monolinguals, by a different path.
M)American public school classrooms as a whole are becoming more segregated by race and class. Duallanguage programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and economically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.
N)Several of the researchers also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English. This can improve students' sense of belonging and increase parents'involvement in their children's education, including behaviors like reading to children. "Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better," says Antonella Sorace of the University of Edinburgh.
"We tell them they're not doing their child a favor by giving up their language."
0)One theme that was striking in speaking to all these researchers was just how strongly they advocated
for dual-language classrooms. Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs "Bilingualism Matters," an international network of researchers who promote bilingual education projects. This type of advocacy among scientists is unusual; even more so because the "bilingual advantage hypothesis" is being challenged once again. P)A review of studies published last year found that cognitive advantages fail
ed to appear in 83 percent of published studies, though in a separate analysis, the sum of effects was still significantly positive. One potential explanation offered by the researchers is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers. And, they countered that no negative effects of bilingual education have been found. So, even if the advantages are small, they are still worth it. Not to mention one obvious, outstanding fact: "Bilingual children can speak two languages! "
36.A study found that there are similar changes in brain structure between those who are bilingual from
birth and those who start learning a second language later.
37.Unlike traditional monolingual programs, bilingual classrooms aim at developing students'ability to
教师节祝福语一句话use two languages by middle school.
38.A study showed that dual-language students did significantly better than their peers in reading English
texts.
39.About twenty years ago, bilingual practice was strongly discouraged, especially in California.
40.Ethnically and economically balanced bilingual classrooms are found to be helpful for kids to get used
to social and cultural diversity.
41.Researchers now claim that earlier research on bilingual education was seriously flawed.
42.According to a researcher, dual-language experiences exert a lifelong influence on one's brain.
43.Advocates of bilingual education argued that it produces positive effects though they may be limited.
44.Bilingual speakers often do better than monolinguals in completing certain tasks because they can
concentrate better on what they are doing.
45.When their native language is used, parents can become more involved in their children's education. 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 A nswer Sheet 2 with a single line through the centre. Passage One
Questions 46 to 50 are based on the following passage.
It is not controversial to say that an unhealthy diet causes bad health. Nor are the basic elements of healthy eating disputed. Obesity raises susceptibility to cancer, and Britain is the sixth most obese country on Earth. That is a public health emergency. But naming the problem is the easy part. No one disputes the costs in quality of life and depleted health budgets of an obese population, but the quest for solutions gets diverted by ideological arguments around responsibility and choice. And the water is muddied by lobbying from the industries that profit from consumption of obesity-inducing products.
Historical precedent suggests that science and politics can overcome resistance from businesses that pollute and poison but it takes time, and success often starts small. So it is heartening to note that a programme in Leeds has achieved a reduction in childhood obesity, becoming the first UK city
to reverse a fattening trend. The best results were among younger children and in more deprived areas. When 28% of English children aged two to 15 are obese, a national shift on the scale achieved by Leeds would lengthen hundreds of thousands of lives. A significant factor in the Leeds experience appears to be a scheme called HENRY, which helps parents reward behaviours that prevent obesity in children.
Many members of parliament are uncomfortable even with their own government's anti-obesity strategy, since it involves a "sugar tax" and a ban on the sale of energy drinks to under-16s. Bans and taxes can be blunt instruments, but their harshest critics can rarely suggest better methods. These critics just oppose regulation itself.
The relationship between poor health and inequality is too pronounced for governments to be passive about large-scale intervention. People living in the most deprived areas are four times more prone to die from avoidable causes than counterparts in more affluent places. As the structural nature of public health problems becomes harder to ignore, the complaint about overprotective government loses potency.
In fact, the polarised debate over public health interventions should have been abandoned long ago.
Government action works when individuals are motivated to respond. Individuals need governments that expand access to good choices. The HENRY programme was delivered in part through children's centres. Closing such centres and cutting council budgets doesn't magically increase reserves of individual selfreliance. The function of a well-designed state intervention is not to deprive people of liberty but to build social capacity and infrastructure that helps people take responsibility for their wellbeing. The obesity crisis will not have a solution devised by left or right ideology—but experience indicates that the private
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