2020年9月英语六级真题及答案(第1套) .doc

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1、2020年9月英语六级真题及答案（第1套）-附音频Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes towrite an essay on the sayingWealth of the mind is the onlytrue wealth. You should write at least 150 wordsbut nomore than 200 words.Part n Listening Comprehension(30 minutes )s2020年 09 月 A

2、4;听力昔领.m4aSection ADirections: In this section, you will hear tOo long comversations. At the end ofeach conversation , you will hear four questions. Both the conversation andthe questions will be spoken only once. After you hear a question, you mustchoose the best answer from the four choices marnke

3、d A), B), C) and DJ.Thenmark the corresponding letter on Ansuer Sheet 1 with a single line throughthe centre.Questions 1 to 4 are based on the conversation you have justheard.1. A) She can devote all her life to pursuing her passion.B) Her accumulated expertise helps her to achieve her goals.C) She

4、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

5、.3. A) A better understanding of a subject.B) A stronger will to meet challenges.C) A broader knowledge of related felds.D) A closer relationship with young people.4. A) By applying the latest research methods.B) By making full use of the existing data.C) By building upon previous discoveries.D) By

6、utilizing more powerful computers.Questions 5 to 8 are based on the conversation you have justheard.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.B) She overslept an

7、d missed the fight.小洋寺C) She dreamed of a plane craash.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 i

8、mpact as great as rational thinking.8. A) They call for scientifc 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 BDirections: In this section, you will hear tuoo passages. At the end

9、 of eachpassage, you will hear three or four questions. Both the passage and thequestions wi! be spoken only once.After you hear a question, you mustchoose the best answer from the four choices marked A), B), C) and D). Thenmark the corresponding letter on An suer Sheet 1 with asingle line throughth

10、e centre.Questions 9 to 11 are based on the pa8sage you have just heard.9. A) Radio waves.B) Sound waves.C) Robots.D) Satellites.小洋寺10. A) It may be freezing fast beneath the glacier.B) It may have micro-organisms living in it.C) It may have certain rare minerals in it.D) It may be as deep as four k

11、ilometers.11. A) Help understand life in freezing conditions.B) Help find new sources of fresh waterC) Provide information about other planets.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 Ittle research o

12、n their language.B) He was trying to preserve the languages of the Indian tribes.C) His contact with a social worker had greatly aroused hisinterest in the tribe.D) His meeting with Gonzalez had made him eager to learn moreabout the tribe.13. A) He taught Copeland to speak the Tarahumaras language.B

13、) He persuaded the Tarahumaras to accept Copeland's gifts.C) He recommended one of his best friends as an interpreter.D) He acted as an intermediary between Copeland and thevillagers.14. A) Unpredictable.B) Unjustifhable.小洋羊咩咩咩C) Laborious.D) Tedious.15. A) Their appreciation of help from the ou

14、tsiders.B) Their sense of sharing and caring.C) Their readiness to adapt to technology.D) Their belief in creating wealth for themselves.Section CDirections : In this section, you will hear three recondings of letures or talksfollowed by three or four questions. The recordings will be played only on

15、ce.After you hear a question, you must choose the best ansuer from the fourchoices markedA), B), C) and D). Then markt the corresponding letter onAnswer Sheet 7 with a single line through the centre.Questions 16 to 18 are based on the recording you have justheard.16. A) They tend to be silenced into

16、 submission.B) They find it hard to defend themselves.C) They will feel proud of being pioneers.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 re

17、bels against the existing socal order.小洋羊咩咩咩18. A) They tried to effect social change by force.B) They disrupted the nation's social stability.C) They served as a driving force for progress.D) They did more harm than good to humanity.xQuestions 19 to 21 are based on the recording you have justhe

18、ard.19. A) Few of us can ignore changes in our immediateenvironment.B) It is impossible for us to be imumune 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.

19、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 sol

20、ve mental problems.Questions 22 to 25 are based on the recording you have justheard.22. A) Few people can identify its texture.小洋羊BaiC) Its real value is open to interpretation.B) Few people can describe it precisely.D) Its importance is often over- estimated.23. A) It has never seen any change.C) I

21、t is a well-protected government secret.B) It has much 如 o do with color.D) It is a subject of study by many forgers.24. A) People had Ittle faith in paper money.C) It predicted their value would increase.B) They could last longer in circulation.D) They were more difficult to counterfeit.25. A) The

22、stabilzation of the dollar value.C) A gold standard for American currency.B) The issuing of govermment securities.D) A steady appreciation of the U. S. dollar.Part W Reading Comprehension (40 minutes)Section ADirections :In this section, there is a passage with ten blanks. You are requiredto select

23、one word for each blank from a list of choices given in a word bankfollowing the passage. Read the passage through carngfully before makingyour choices.Each choice in the bank is identified by a letter. Please mark thecorresponding letter for each item on An suer Sheet 2 with a single lineBaithrough

24、 the centre. You may not use any of the words in the bank more thanonce.Overall, men are more likely than women to make excuses.Several studies suggest that men feel the need to appearcompetent in all 26 ,while women worry only about the skillsin which they've invested 27 . Ask a man and a woman

25、 to godiving for the first time, and the woman is likely to jump in, whilethe 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 ofhaving everything to lose. Rather tha

26、n putting their reputation onthe line again, many successful people develop a handicapdrinking,29 ,depression- -that allows them to keep theirstatus no matter what the future brings. An advertising executive30for depression shortly after winning an award put it thisway:" Without my depression,

27、I'd be a failure now;with it, I'm asuccess'on hold'"In fact, the people most likely to become chronic excuse makersare those 31with success.Such people are so afraid of being32a failure at anything that they constantly develop onehandicap or another in order to explain away fail

28、ure.Though self-handicapping can be an effective way of coping withperformance anxiety now and then, in the end, researchers say, itwill lead to 33 . In the long run, excuse makers fail to live upto their true 34 and lose the status they care so much about.And despite their protests to the 35they ha

29、ve onlythemselves to blame.Section BDirections: In this section, you are going to read a passage with ten statements attachedto it.Each statement contains information given in ome of the paragraphs. Identify theparagraph from xwhich rhe information is derived. You may choose a paragraph morethan onc

30、e.Each paragraph is marked with a letter. Answer the questioms by markingthecorresponding letter om An suer Sheet 2.Six Potential Bain Benefits of Bilingual EducationA) Brains, brains, brains. People are fascinated by brain research.And yet it can be hard to point to places where our educationsystem

31、 is really making use of the latest neuroscience findings.But there is one happy link where research is meeting practice:bilingual education,In the last 20 years or so, there's been avirtual explosion of research on bilingualism ,says Judith Kroll, aprofessor at the University of Califonia, Rive

32、rside.B) Again and again, researchers have found,"bilingualism is anexperience that shapes our brain for life," in the words of Gigi Luk,an associate professor at Harvard's Graduate School ofEducation.At the same time, one of the hottest trends in publicschooling is what's often ca

33、lled dual-language or two-wayimmersion programs.C) Traditional programs for English-language learners, or ELLs,focus on assimilating students into English as quickdy as possible.Dual-language classrooms, by contrast, provide instruction acrosssubjects to both English natives and English learners, in

34、 bothEnglish and a target language.The goal is functional bilingualismand biliteracy for all students by middle school. New YorkCity ,North Carolina, Delaware, Utah, Oregon and Washingtonstate are among the places expanding dual-language classrooms.D) The trend fies in the face of some of the cultur

35、e wars of twodecades ago , when advocates insisted on " English first "education. Most famously, Califomnia passed Proposition 227 in1998. It was intended to sharply reduce the amount of time thatEnglish-language learners spent in bilingual settings. Proposition58 , passed by California vo

36、ters on November 8, largely reversedthat decision,paving the way for a huge expansion of bilingualeducation in the state that has the largest population ofEnglish-language learners.E) Some of the insistence on Englih-first was founded on researchproduced decades ago, in which bilingual studentsunder

37、performned monolingual English speakers and had lower IQscores. Today's scholars, like Elen Bialystok at York University in；Bai&Toronto, say that research was " deeply flawed. "" Earlierresearch looked at socially disadvantaged groups, " agreesAntonella Sorace at the Univ

38、ersity of Edinburgh in Scotland."Thishas been completely contradicted by recent research' n thatcompares groups more similar to each other.F) So what does recent research say about the potential benefts ofbilingual education? It tuns out that, in many ways, the real trickto speaking two lan

39、guages consists in managing not to speak oneof those languages at a given moment- -which is fundametally afeat of paying attention. Saying "Goodbye" to mom and then"Guten tag" to your teacher, or managing to ask for a crayola rojainstead of a red crayon, requires skills called &q

40、uot; inhibition"and"task switching/* These skills are subsets of an ability calledexecutive function.G) People who speak two languages often outperformmonolinguals on general measures of executive function."Bilinguals can pay focused attention without being distractedand also improve

41、in the ability to switch from one task toanother,"says Sorace.H) Do these same advantages beneft a child who begins learninga second language in kindergarten instead of as a baby? We don'tyet know. Patterns of language learning and language, use arecomplex. But Gigi Luk at Harvard cites at

42、least one brain-imagingstudy on adolescents that shows similar changes in brainstructure when compared with those who are bilingual from bith,even when they didn't begin practicing a second language inearnest before late childhood.I) Young children being raised bilingual have to follow social cu

43、esto fngure out which language to use with which person and inwhat setting. As a result, says Sorace , bilingual children as youngas age 3 have demonstrated a head start on tests ofperspective-taking and theory of mind- -both of which arefundamental social and emotional skills.J) About 10 percent of

44、 students in the Portland, Oregon publicschools are assigned by lottery to dua-language classrooms thatoffer instruction in Spanish, Japanese or Mandarin, alongsideEnglish.Jennifer Steele at American University conducted afour-year, randomized trial and found that these dual-languagestudents outperf

45、orned their peers in English-reading skills by afull school-year's worth of learning by the end of middle school.Because the effects are found in reading, not in math or sciencewhere there were few differences, Steele suggests that learningtwo languages makes students more aware of how languagew

46、orks in general.小洋寺K) The research of Gigi Luk at Harvard offers a slightly differentexplanation. She has recently done a small study looking at agroup of 100 fourth-graders in Massachusetts who had similarreading scores on a standard test, but very different languageexperiences. Some were foreign-l

47、anguage dominant and otherswere English natives. Here's what's interesting. The students whowere dominant in a foreign language weren't yet comfortablybilingual; they were just starting to learn English.Therefore, bydefinition, they had a much weaker English vocabulary than thenative spe

48、akers.Yet they were just as good at interpreting a text."This is very surprising," Luk says."丫ou would expect the readingcomprehension performance to mirror the vocabulary- -it's acormerstone of comprehension.*L) How did the foreign-language dominant speakers manage thisfeat? Well, Luk found, they also scored higher on tests ofexecutive functioning. So, even though they didn't have hugemental dictionaries to draw on, they may have been great