2020年9月大学英语六级真题第一套 完整版 上 来源自网络 仅学习交流
大学英语六级考试
COLLEGE ENGLISH TEST
—Band Six—
(2020年9月第1套）
Part I
writing title: Beauty of the soul is the essential beauty.
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.
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 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.
B) A stronger will to meet challenges.
4. A) By applying the latest research methods.
B) By making full use of the existing data.
C) A broader knowledge of related fields.
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.
B) They have no special meanings.
6. A) It was canceled due to bad weather.
B) She overslept and missed the flight.
C) They have cultural connotations.
D) They cannot be easily explained.
C) She dreamed of a plane crash.
D) It was postponed to the following day.
7. A) They can be affected by peopled childhood experiences.
B) They may sometimes seem ridiculous to a rational mind.
C) They usually result from peopled unpleasant memories.
D) They can have an impact as great as rational thinking.
6 1
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 Answ&r Sheet 1 with a single line
through the centre.
Questions 9 to 11 are based on the passage you haye just heard.
9. A) Radio waves.
B) Sound waves
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 kilometers.
11. A) Help understand life in freezing conditions.
B) Help find new sources of fresh water.
C) 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 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.
D) He acted as an intermediary between Copeland and the villagers.
14. A) Unpredictable. C) Laborious.
B) Unjustifiable. D) Tedious.
C) Robots.
D) Satellites.
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) 9 B) , C) and D). Then mark 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 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) One who rebels against the existing social 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 have just heard.
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 judgments of otiiers.
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.
B) They improve people’s quality of life.
C) They suffer a great deal from ill health.
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.
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.
Part HI
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. 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 Answst 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一drinking, 29 ，depression一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: w Without my depression, Fd 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
i)
momentum
B)
fatigue
j)
obsessed
C)
heavily
K)
potential
D)
heaving
L)
realms
E)
hospitalized
M)
reciprocal
F)
labeled
N)
ruin
G)
legacies
〇)
viciously
H)
mastering
Section B
Directions ： In this section, you are going to read a passage with ten statements attached to it.
Each statement contains infoimation 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
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 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, u 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 whafs often called dual-language or two-way 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 dual-language classrooms.
D) The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on “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 English-language learners.
E) Some of the insistence on English-first was founded on research produced decades ago, in which bilingual students underperformed monolingual (-¥■ i-i- ) English speakers and had lower IQ scores. Today5s 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 — whichisfimdamentallyafeatofpayingattention. Saying Goodbyeto mom and then 6i Guten tag" to your teacher, or managing to ask for a cmyoZa r〇> instead of a red crayo/i (墙笔），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 fimction. 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 don9t 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 dual
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 outperformed their peers in English-reading skills by a foil 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 rese肌h 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 leam 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^ 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. Dual-language 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 witii 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 students5 sense of belonging and increase parents’ involvement in their children’s education, including behaviors like reading to children. u Many parents fear their language is an obstacle，a problem，and if tiiey abandon it tiieir 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 •”
O) 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 M 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 failed 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 students5 ability to 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 tiiat earlier research on bilingual education was seriously flawed.
42. According to a researcher, dual-language experiences exert a lifelong influence on one^ brain.
43. Advocates of bilingual education argued that it produces positive effects though they may be limited.
44. Bilingual speakers often do better tiian 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 Answ&r ShBet 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 healtiiy eating disputed. Obesity raises susceptibility to cancer, and Britain is tiie 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 healtii 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 progranune 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 fector in the Leeds expeneacQ 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 govemmenfs 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, tiie 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 self-reliance. 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 sector needs the incentive of regulation before it starts taking public health emergencies seriously.
46. Why is the obesity problem in Britain so difficult to solve?
A) Government health budgets are depleted.
B) People disagree as to who should do what.
C) Individuals are not ready to take their responsibilities.
D) Industry lobbying makes it hard to get healthy foods.
47. What can we leam from the past experience in tackling public health emergencies?
A) Governments have a role to play.
B) Public health is a scientific issue.
C) Priority should be given to deprived regions.
D) Businesses9 responsibility should be stressed.
48. What does the author imply about some critics of bans and taxes concerning unhealthy drinks?
A) They are not aware of the consequences of obesity.
B) They have not come up with anything more constructive.
C) They are uncomfortable with parliament’s anti-obesity debate.
D) They have their own motives in opposing government regulation.
49. Why does the author stress the relationship between poor health and inequality?
A) To demonstrate the dilemma of people living in deprived areas.
B) To bring to light the root cause of widespread obesity in Britain.
C) To highlight the area deserving the most attention from the public.
D) To justify government intervention in solving the obesity problem.
50. When will government action be effective?
A) When the polarised debate is abandoned.
B) When ideological differences are resolved.
C) When individuals have the incentive to act accordingly.
D) When the private sector realises the severity of the crisis.
Passage Two
Questions 51 to 55 are based on the following passage.
Home to virgin reefs，rare sharks and vast numbers of exotic fish，the Coral Sea is a unique haven of biodiversity off the northeastern coast of Australia. If a proposal by the Australian government goes ahead, the region will also become the world5s largest marine protected area, with restrictions or bans on fishing, mining and marine farming.
The Coral Sea reserve would cover almost 990,000 square kilometres and stretch as far as 1,100 kilometres from the coast. Unveiled recently by environment minister Tony Burke, the proposal would be the last in a series of proposed marine reserves around Australia’s coast.
6 • 10
