2020年9月六级真题和答案解析.rar

2020年9月六级真题（第1套）Part I Writing(30 minutes)Directions:For this part,you are allowed 30 minutes to write an essay on the saying What比worthdoing比worth doing well.You should write at le邸t堕words but no more than空words.Part Il Section A Listening Comprehension(30 minutes)Directions:In this section,you w讥hear two long conversations.At the end of each conversation,you will hear four questions.Both the conversation and the questions will be spo枷only once.After you hear a question,you must choose the best answer from the four c加ices marked A),B),C)and D).Then mark the corresponding let阮on Answer Sheet 1 with a single line through the c邠tre.Questions 1 to 4 are b邸ed on the conversation you have just heard.1.A)She can devote all her life to pUlSuing 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 fmdings 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胚owledge of related fields.B)A stronger w诅to meet challenges.D)A closer relationship with yo皿g people.4.A)By applying the latest research methods.C)By building upon previous discoveries.B)By making full use of the existing da组D)By utilizing more powerful computers.Questions 5 to 8 are b邸ed 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 m访sed the flight.D)It was postponed to the following day.7.A)They can be affected by peoples childhood experiences.B)They may sometimes seem ridi叫ous to a rational mind.C)They usually result from peoples unpleasant memories.D)They can have an impact as great as rational thinking.8.A)They call for scientific methods to interpret.C)They reflect their complicated emotions.B)They mirror their long-cherished wishes.D)They are often related to irrational feelings.2020.s/1(第1套）Section B Directions:In this section,you will hear two passages.At the end of each passage,you will加arthree or four questions.Both the passage a砬the questions will be spoken only once.扣you hear a question,you must choose the best answer from the four或oices marked A),B),C)a饥t D).Then血rk the corn邸po砬ing 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.B)Sound waves.C)Robots.D)Satellites.10.A)It may be freezing fast beneath the glacier.C)It may have certain rare m加rals 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 w邸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 Copelands 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)U司ustifiable.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 th咳芘co动ngs of lectures or tal尥Jo肋wed by thrne or four questions.加recordings will be play必only o奴，e.加you hear a question,you must choose the best answer from the four choices marked A),B),C)a叫D).Then mark the corresponding let阮onAnswer Sheet 1 with a single line through the c砌tre.Questions 16 to 18 are based on the recording you have just heard.16.A)They tend to be silenced into submission.C)They w诅feel proud of being pioneers.B)They find it hard to defend themselves.D)They w诅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 seived as a driving force for progress.B)They disrupted the n扰ions social stability.D)They did more hann than good to humani灯Questions 19 to 21 are b邸ed on the recording you have just heard.19.A)Few of us can ignore changes in our immediate envirorunent.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.00.-9_第1套）20.A)Malce 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 coworke岱21.A)They are quite susceptible to suicide.C)They suffer a great deal from ill health.B)They improve peoples quality of life.D)They help people solve mental problems.Questions 22 to 25 are based on the recording you have j皿t 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 change.C)It is a well-protected government secret.B)It has much to do with color.D)It is a subject of study by many forgers.24.A)People had little 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 stabilization of the dollar value.C)A gold standard for American currency.B)The issuing of government securities.D)A steady appreciation of the U.S.dollar.Part川Section A Reading Comprehension(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阜，while women wo可only about the skills in which theyve invested工 压k 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 hes not feeling too well.Ironically,it is often success that leads people to flirt with failure.Praise won for _J巠_ a skill suddenly pu岱one in the position of having everything to lose.Rather than putting their reputation on the line again,many successful people develop a handicap-chinking,塑_,depression-that allows them to keep their status no matter what the future brings.An advertising executive _堕_for depression shortly after winning an award put it this way:Without my depression,Id be a failure now;with it,rm a successon hold.In fact,the people most likely to become chronic excuse makers are thosewith success.Such people are so afraid of being _塾_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 _L.In the long run,excuse makers fail to live up to their trueand lose the status they care so much about.And despite their protests to the 35,they have only themselves to blame.-A)contn叩I)momentumB)fatigueJ)obsessedC)heavilyK)potentialD)heavingL)realmsE)hospitalizedM)reciprocalF)labeledN)ruinG)legacies0)viciouslyH)mastering9?.9.-.l-(第1套）Section B Directions:1九this secti叨，you are going to read a p心sage with ten statements at垃ched to it.Each S比如呻t C叨tains in/ormat如gi扼n切one of the pa呻aphs.11如tify the paragraph from which the切iformat加is derived.You may choose a paragraph more tha九once.Each paragraph is marked with a letter.Answ衍the questions by mark切g the C听esp叨di叨letter叩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 toplaces where our education system is really making use of the latest砒uroscience(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,theres been a virtual explosion of research on b?,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 forlife,in the words of Gigi Luk,an associate professor at Harvards Graduate School of Education.At the same time,one of the hottest trends in public schooling is whats often called dual-languageor two-way immersion programs.C)Traditional programs for English-language learners,or ELLs,focus on assimilating studen岱intoEnglish as quickly as possible.Dual-language classrooms,by contrast,provide instruction acrosssubjects to both English natives and English learners,in both English and a target language.Thegoal is functional b?m and biliteracy for all students by middle school.New York City,NorthCarolina,Delaware,Ut.ah,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 insistedon English first education.Most famously,California passed Proposition 227 in 1998.It wasintended to sharply reduce the amount of time that English-language learners spent in bilingualsettings.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 largestpopulation of English-language learners.E)Some of the insistence on English-first was founded on research produced decades ago,in whichbilingual studen岱underperfo皿ed饥O彻l切gual(单语的）English speakers and had lower IQscores.Todays scholars,like Ellen Bialystok at York University in Toronto,say that research wasdeeply flawed.Earlier research looked at socially disadvantaged groups,agrees AntonellaSorace at the University of Edinburgh in Scotland.This has been completely contradicted by recentresearch that compares groups more similar to each other.F)So what does recent research say about the potential benefi岱of bilingual education?It turns outthat,in many ways,the real trick to speald.ng two languages consis岱in managing初t to speak oneof those languages at a given moment一which is fundament.ally a feat of paying attention.Saying.Goodbye to mom and then Gu砌四 to your teacher,or managing to ask for a crayo比仅加instead of a red叩u叨（蜡笔），requires skills called inhibition and 啦k switching.Theseskills are subse区of an ability called executive function.G)People who speak two languages often outperform monolinguals on general measures of executivefunction.Bilinguals can pay focused attention without being distracted and also improve in theability to switch from one task to another,says Sorace.H)Do these same advantages benefit a child who begins learning a second language in kindergarteninstead of as a baby?We dont yet lmow.Patterns of language learning and language.use arecomplex.But Gigi Luk at Harvard cites at least one brain-imaging study on adolescen岱that showssimilar changes in brain structure when compared with those who are bilingual from b血，evenwhen they didnt 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 usewith which person and in what setting.As a result,says Sorace,bilingual children as young as age2020.9/4(第1套）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 lotter:y to duallanguage classrooms that offer instruction in Spanish,Japanese or Mandarin,啦ngside English.Jem诅er Steele at American University conducted a four-year,random讫ed trial and found that thesedual-language students outperformed their peers in English-reading skills by a full school-yearsworth of learning by the end of middle school.Because the effects are found in reading,not in mathor science where there were few_ differences,Steele suggests that learning two languages makesstudents 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 asmall study looking at a group of 100 fourth-graders in Massachusetts who had s血lar reading scoreson a standard test,but ve可different language experiences.Some were foreign-language dominantand others were English natives.Heres whats interesting.The students who were dominant in aforeign language werent yet comfortably bilingual;they were just starting to learn English.Therefore,by de血tion,they had a much weaker English vocabulary than the native speakers.Yetthey were just as good at interpreting a text.This is ve可surprising,Luk says.You wouldexpect the reading comprehension performance to mirror the vocabulary一酝its a cornerstone ofcomprehension.L)How did the foreign-language dominant speakers manage this feat?Well,Luk found,they alsoscored higher on tests of executive functioning.So,even though they didnt have huge mentaldictionaries to draw on,they may have been great puzzle-solvers,国ting into account higher-levelconcepts such as whether a single sentence made sense within an overall story line.They got to thesame 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 speakersdeliberately placed together with recent immigrants,they tend to be more ethnically andeconomically balanced.And there is some evidence that this helps kids of all backgrounds gaincomfort with diversity and different cultures.N)Several of the researchers also pointed out that,in bilingual education,non-English-dominantstudents and their families tend to feel that their home language is heard and valued,compared witha classroom where the home language is left at the door in favor of English.This can improvestudents sense of belonging and increase parents involvement i