2020年07月六级真题（全1套）.docx

淘宝店铺：光速考研工作室 机密*启用前 大 学 英 语 六 级 考 试 COLLEGE ENGLISH TEST —Band Six— (2020年7月) 试 题 册 敬 告 考 生 一、在答题前，请认真完成以下内容: 1. 请检查试题册背面条形码粘贴条、答题卡的印刷质量，如有问题及时向监考员反映，确认无误后完成以下两点要求。 2. 请将试题册背面条形码粘贴条揭下后粘贴在答题卡1的条形码粘贴框内，并将姓名和准考证号填写在试题册背面相应位置。 3. 请在答题卡1和答题卡2指定位置用黑色签字笔填写准考证号、姓名和学校名称，并用HB-2B铅笔将对应准考证号的信息点涂黑。 二、在考试过程中，请注意以下内容: 1. 所有题目必须在答题卡上规定位置作答，在试题册上或答题卡上非规定位置的作答一律无效。 2. 请在规定时间内在答题卡指定位置依次完成作文、听力、阅读、翻译各部分考试，作答作文期间不得翻阅该试题册。听力录音播放完毕后，请立即停止作答，监考员将立即收回答题卡1，得到监考员指令后方可继续作答。 3. 作文题内容印在试题册背面，作文题及其他主观题必须用黑色签字笔在答题卡指定区域内作答。 4. 选择题均为单选题，错选、不选或多选将不得分，作答时必须使用HB-2B铅笔在答题卡上相应位置填涂，修改时须用橡皮擦净。 三、以下情况按违规处理: 1. 未正确填写(涂)个人信息，错贴、不贴、毁损条形码粘贴条。 2. 未按规定翻阅试题册、提前阅读试题、提前或在收答题卡期间作答。 3. 未用所规定的笔作答、折叠成毁损答题卡导致无法评卷。 4. 考试期间在非听力考试时间佩戴耳机。 全国大学英语四、六级考试委员会 使用须知： 本套试题四六级组委会仅给出了听力原文，翻译和写作试题，其余部分试题未给出，听力试题由本机构自行编写而成，其余题型由往年真题拼凑而成，故而不再重复，请知悉。 Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write an essay on the saying " The best preparation for tomorrow is doing your best today. " 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. Questions 1 to 4 are based on the conversation you have just heard. 1. A) She is a great athlete. C) She is a famous scientist. B) She is a famed speaker. D) She is a noted inventor. 2. A) How knowledge of human biochemistry has been evolving. B) How nutrition helps athletes' performance in competitions. C) How scientific training enables athletes to set new records. D) How technology has helped athletes to scale new heights. 3. A) Our physical structures. C) Our biochemical process. B) Our scientific knowledge. D) Our concept of nutrition. 4. A) It may increase the expenses of sports competitions. B) It may lead to athletes' over-reliance on equipment. C) It may give an unfair advantage to some athletes. D) It may change the nature of sports competitions. Questions 5 to 8 are based on the conversation you have just heard. 5. A) Experience. C) Family background. B) Flexibility. D) Business connections. 6. A) Buying directly from factories. B) Shipping goods in bulk by sea. C) Having partners in many parts of the world. D) Using the same container back and forth. 7. A) Warehouses. B) Factories. C) Investors. D) Retailers. 8. A) Trendy style. C) Lower import duties. B) Unique design. D) Lower shipping costs. 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) It helps employees to reduce their stress. B) It prevents employees from feeling bored. C) It strengthens harmony among employees. D) It helps employees to view things positively. 10. A) Weekends are conducive to reducing stress. B) Humor is vital to interpersonal relationships. C) All workers experience some emotional stress. D) Humor can help workers excel at routine tasks. 11. A) Smash the toys to release their bottled-up resentments. B) Take the boss doll apart as long as they reassemble it. C) Design and install stress-reducing gadgets. D) Strike at the boss doll as hard as they like. Questions 12 to 15 are based on the passage you have just heard. 12. A) The recent finding of a changed gene in obese mice. B) A breakthrough in understanding gene modification. C) A newly discovered way for people to lose weight. D) The self-repairing ability of a gene in obese mice. 13. A) It renders an organism unable to fight diseases. B) It prevents the mice’s fatty tissues from growing. C) It helps organisms adapt to environmental changes. D) It renders mice unable to sense when to stop eating. 14. A) Human beings have more obesity genes than most mice do. B) Half of a person's total weight variation can be controlled. C) People are born with a tendency to have a certain weight. D) The function of the obesity genes is yet to be explored. 15. A) The worsening of natural environment. B) The abundant provision of rich foods. C) The accelerated pace of present-day life. D) The adverse impact of the food industry. 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 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) Similarity in interests. C) Openness. B) Mental stimulation. D) Compassion. 17. A) The willingness to offer timely help. B) The joy found in each other’s company. C) Personal bonds. D) Emotional factors. 18. A) Failure to keep a promise. C) Feelings of betrayal. B) Lack of frankness. D) Loss of contact. Questions 19 to 21 are based on the recording you have just heard. 19. A) Along the low-lying Colorado River. B) At the Dinosaur National Monument. C) Along the border of the U.S. and Canada. D) At museums of natural history in large cities. 20. A) Volcanic explosions could bring whole animal species to extinction. B) Some natural disaster killed a whole herd of dinosaurs in the area. C) The pit should be carefully preserved for the study of dinosaurs. D) The whole region must have been struck by a devastating flood. 21. A) They floated down an eastward flowing river. B) They lay buried deep in the sand for millions of years. C) They were skeletons of dinosaurs inhabiting the locality. D) They were remains of dinosaurs killed in a volcanic explosion. Questions 22 to 25 are based on the recording you have just heard. 22. A) Indulging in seeking leisure and material comfort. B) Attaching too much importance to independence. C) Failing to care for parents in the traditional way. D) Leaving their parents on the verge of starvation. 23. A) They have great difficulty living by themselves. B) They have little hope of getting any family care. C) They have fond memories of their good old days. D) They have a sense of independence and autonomy. 24. A) People in many parts of the world preferred small-sized families. B) There have been extended families in most parts of the world. C) Many elderly people were unwilling to take care of their grandchildren. D) So many young Americans refused to live together with their parents. 25. A) Leave their younger generations alone. B) Avoid being a burden to their children. C) Stay healthy by engaging in joyful activities. D) View things from their children's perspective. Part III 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 Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage. The United Nations issued a report last week warning that humans are destroying nature at such a rate that life on Earth is at risk. When the report came out, it naturally 26 headlines. But obviously it didn’t hijack the news agenda in the manner of a major terrorist attack or 27 of war. The report from the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) is clear on what’s at 28 and what needs to change. IPBES chair Robert Watson says the “ 29 evidence” presents an “ominous (凶兆的) picture”. “The health of ecosystems on which we and all other species depend is 30 more rapidly than ever,” Robert Watson said. “We are 31 the very foundations of our economies, livelihoods, food security, health and quality of life worldwide.” The report says it’s not too late if we make “transformative change” —fundamental, system-wide reorganization—at every level from local to global , and we need to focus on how to make that happen. First, don’t indulge in despair, because despair leads to inertia and doing nothing means certain 32. Every action to save nature will improve our collective and personal futures and the only way to respond to a threat of this scale is with 33 action rooted in headstrong optimism. Second, we need relentless focus, just like when paramedics (救护人员) arrive on a scene and use the concept of “triage (伤员鉴别分类)” to ensure the most 34 cases get treated first. Saving the natural world needs that kind of thinking. We don’t have the 35 to do everything at once. We need to make hard choices. I) Junction J) Monotonous K) overwhelming L) stagnation M) stake N) stifled O) urgent A) capacity B) declaration C) deteriorating  D) determined E) disaster F) eroding G) grabbed H) inventory 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. Children Understand Far More About Other Minds Than Long Believed A) Until a few decades ago, scholars believed that young children know very little, if anything, about what others are thinking. Swiss psychologist Jean Piaget, who is credited with founding the scientific study of children’s thinking, was convinced that preschool children cannot consider what goes on in the minds of others. The interviews and experiments he conducted with kids in the middle of the 20th century suggested that they were trapped in their subjective viewpoints,incapable of imagining what others think, feel or believe. B) Much of the subsequent research on early childhood thinking was highly influenced by Piaget’s ideas. Scholars sought to refine his theory and empirically confirm his views. But it became increasingly clear that Piaget seemed to have gravely underestimated the intellectual powers of very young kids before they can make themselves understood by speech. Researchers began to devise ever more ingenious ways of figuring out what goes on in the minds of babies, and the resulting picture of their abilities shows subtle variations. Consequently, the old view of children’s egocentric (自我中心的) nature and intellectual weaknesses has increasingly fallen out of favor and become replaced by a more generous position that sees a budding sense not only of the physical world but also of other minds, even in the “youngest young.” C) Historically, children didn’t receive much respect for their mental powers. Piaget not only believed that children were “egocentric” in the sense that they were unable to differentiate between their own viewpoint and that of others; he was also convinced that their thinking was characterized by systematic errors and confusions. When playing with others, they don’t cooperate because they do not realize there are different roles and perspectives. He was convinced that children literally cannot “get their act together” : instead of playing cooperatively and truly together, they play side by side, with little regard for others. And when speaking with others, a young child supposedly cannot consider the listener’s viewpoint but “talks to himself without listening to others.” D) Piaget and his followers maintained that children go through something like a dark age of intellectual development before slowly and gradually becoming enlightened by reason and rationality as they reach school age. Alongside this enlightenment develops an ever growing understanding of other persons, including their attitudes and views of the world. E) Today, a very different picture of children’s mental development emerges. Psychologists continually reveal new insights into the depth of young children’s knowledge of the world, including their understanding of other minds. Recent studies suggest that even infants are sensitive to others’ perspectives and beliefs. F) Part of the motivation to revise some of Piaget’s conclusions stemmed from an ideological shift about the origin of human knowledge that occurred in the second half of the 20th century. It became increasingly unpopular to assume that a basic understanding of the world can be built entirely from experience. This was in part prompted by theorist Noam Chomsky, who argued that something as complex as the rules of grammar cannot be picked up from exposure to speech, but is supplied by an inborn “language faculty.” Others followed suit and defined further “core areas” in which knowledge allegedly cannot be pieced together from experience but must be possessed at birth. One such area is our knowledge of others’ minds. Some even argue that a basic knowledge of others’ minds is not only possessed by human infants, but must be evolutionarily old and hence shared by our nearest living relatives, the great apes. G) To prove that infants know more in this realm than had been acknowledged, researchers needed to come up with innovative ways of showing it. A big part of why we now recognize so much more of kids’ intellectual capacities is the development of much more sensitive research tools than Piaget had at his disposal. H) Instead of engaging babies in dialog or having them execute complex motor tasks, the newer methods capitalize on behaviors that have a firm place in infants’ natural behavior repertoire: looking, listening, sucking, making facial expressions, gestures and simple manual actions. The idea of focusing on these “small behaviors” is that they give kids the chance to demonstrate their knowledge implicitly and spontaneously without having to respond to questions or instructions. For example, children might look longer