2020年9月英語六級真題及答案

1、2020年9月英語六級真題及答案(第1套)-附音頻Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes towrite an essay on the saying Wealth of the mind is the onlytrue wealth. You should write at least 150 words but nomore than 200 words.Part   Listening Comprehension(30 minutes )Secti

2、on ADirections: In this section, you will hear t0o long comversations. 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 marnked A), B), C)

3、 and D).Then mark the corresponding letter on Ansuer Sheet 1 with a single line through the centre.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 accumulated expertise helps her to achieve her goals.C) She can sprea

4、d 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

5、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 utilizing

6、 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.B) She overslept and missed

7、 the fight.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 impact as gr

8、eat 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 of e

9、ach passage, you will hear three or four questions. Both the passage and the questions wil 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 Ansuer Sheet 1 with asingle line through the

10、 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.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 kilom

11、eters.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 lttle research

12、 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 leam more about the tribe.13. A) He taught Copeland to speak the Tarahumaras languag

13、e.B) 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 the villagers.14. A) Unpredictable.B) Unjustifhable.C) Laborious.D) Tedious.15. A) Their appreciation of help from the outs

14、iders.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 talks followed by three or four questions. The recordings will be played only on

15、ce. Afler you hear a question, you must choose the best ansuer from the four choices markedA), B), C) and D). Then markt the corresponding 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

16、into 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)

17、One who rebels against the existing socal order.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.、Questions 19 to 21 are based on the recording you h

18、ave just heard.19. A) Few of us can ignore changes in our immediate environment.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

19、 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 hel

20、p 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.C) 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 chan

21、ge.C) It is a well-protected govemment secret.B) It has much如o do with color.D) It is a subject of study by many forgers.24. A) People had lttle 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)

22、The 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  Reading Comprehension (40 minutes)Section ADirections：In this section, there is a passage with ten blanks. You are required to

23、 select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carngfully before making your choices.Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Ansuer Sheet 2 with a single line

24、 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 ma

25、n 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 t

26、o lose. Rather than putting their reputation on the line again, many successful people develop a handicapdrinking,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:“ With

27、out my depression, I'd be a failure now;with it, I'm a successon 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 expla

28、in 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

29、 to the 35_ they have only themselves to blame.Section BDirections: In this section, you are going to read a passage with ten statements attached to it.Each statement contains information given in ome of the paragraphs. Identify the paragraph from xwhich the information is derived. You may choose a

30、paragraph more than once.Fach paragraph is marked with a letter. Answer the questioms by marking thecorresponding letter om Ansuer 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 w

31、here our education system 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 a virtual explosion of research on bilingualism ,says Judith Kroll, a professor

32、at the University of Califonia, 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 publ

33、ic schooling is what's often called dual-language or two-way immersion programs.C) Traditional programs for English-language leamers, or ELLs, focus on assimilating students into English as quickdy as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both En

34、glish natives and English leamers, 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 dual-language classrooms.D) The tre

35、nd fies in the face of some of the culture wars of two decades ago , when advocates insisted on“English first” education. Most famously, Califomnia passed Proposition 227 in 1998. It was intended to sharply reduce the amount of time that English-language leamers spent in bilingual settings. Proposit

36、ion 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 English-language leamers.E) Some of the insistence on Englih-first was founded on research produced decades ago,

37、 in which bilingual students underperformned monolingual English speakers and had lower IQ scores. Today's scholars, like Elen Bialystok at York University in Toronto, say that research was “deeply flawed. ”“ Earlier research looked at socially disadvantaged groups, ”agrees Antonella Sorace at t

38、he 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 benefts of bilingual education? It tuns out that, in many ways, the real trick to speaking two

39、 languages consists in managing not to speak one of those languages at a given moment- -which is fundametally a feat of paying attention. Saying “Goodbye" to mom and then“Guten tag" to your teacher, or managing to ask for a crayola roja instead of a red crayon, requires skills called “ inh

40、ibition”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

41、switch from one task to another,”says Sorace.H) Do these same advantages beneft 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-ima

42、ging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from bith, even when they didn't begin practicing a second language in eamest before late childhood.I) Young children being raised bilingual have to follow social cues to fngure out

43、 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

44、the Portland, Oregon public schools are assigned by lottery to dua-language 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 outperforned th

45、eir 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 work

46、s 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-lan

47、guage 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 leam English.Therefore, by definition, they had a much weaker English vocabulary than the native s

48、peakers.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 cormerstone of comprehension.*L) How did the foreign-language dominant speakers manage this feat? Well, L

49、uk 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, taling into account higher-level concepts such as whether a single sentence made sense within an overall story line

50、. 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.Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with re

51、cent 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 student

52、s 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,includin

53、g 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.

54、”O(jiān)) 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," a intermational net

55、work of researchers who promote bilingual education projects. This type 0 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 failed to appear in

56、83 percent of published studies , though in a separate analysis , the sum of effects was still signifcantly 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

57、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 s

58、imilar changes in brain structure between those who are bilingual from birth and those who start leaming a second language later.37. Unlike traditional monolingual prograns, bilingual classrooms aim at developing students' ability to use two languages by middle school.38. A study showed that dua

59、l-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.10. Ethnically and economically balanced bilingual classooms 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. Advocat