2020年09月六级真题（第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9月第1套) 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 PartI Writing (30 minutes) Directions：For this part, you are allowed 30 minutes to write an essay on the saying “ Beauty of the soul is the essential beauty.” . 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 center. Questions 1 and 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. C) A broader knowledge of related fields. 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 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. C) They have cultural connotations. D) They cannot be easily explained. 6. A) It was canceled due to bad weather. B) She overslept and missed the flight. C) She dreamed of a plane crash. 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 great as rational thinking. 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 Answer Sheet 1 with a single line through the center. 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. 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. B) Unjustifiable. C) Laborious. 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 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 center. 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 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. 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. C) Its real value is open to interpretation. D) Its importance is often over-estimated. 23. A) It has never seen any change. B) It has much to do with color. C) It is a well-protected government secret. D) It is a subject of study by many forgers. 24. A) People had little faith in paper money. B) They could last longer in circulation. C) It predicted their value would increase. D) They were more difficult to counterfeit. 25. A) The stabilization of the dollar value. B) The issuing of government securities. C) A gold standard for American currency. D) A steady appreciation of the U.S. dollar. 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. 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—drinking, 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: “Without my depression, I’d 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. I) momentum J) obsessed K) potential L) realms M) reciprocal N) ruin O) viciously A) contrary B) fatigue C) heavily D) heaving E) hospitalized F) labeled G) legacies H) mastering I) exclusively J) innovated 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. 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(双语的) 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, “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 what’s 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 tie 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(单语的) English speakers and had lower IQ scores. Today’s 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—which is fundamentally 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(蜡笔), 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 function. “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 don't 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 the dual-language students outperformed their 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 make students more aware of how language works in general. K) The research of Gigi Luk at Harvard offers a slightly different explanation. S