2020年9月英语六级真题及答案(第1套)

2020年9月英语六级真题及答案(第1套)-附音频PartIWriting(30minutes)Directions:Forthispart,youareallowed30minutestowriteanessayonsayingtheWealthofthemindistheonlytruewealth.Youshouldwriteatleast150wordsbutnomorethan200words.PartⅡListeningComprehension(30minutes)2020年09月六级听力音频.m4aSectionADirections:Inthissection,youwillheart0olongcomversations.Attheendofeachconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarnkedA),B),C)andD).ThenmarkthecorrespondingletteronAnsuerSheet1withasinglelinethroughthecentre.Questions1to4arebasedontheconversationyouhavejustheard.1.A)Shecandevoteallherlifetopursuingherpassion.B)Heraccumulatedexpertisehelpshertoachievehergoals.C)ShecanspreadheracademicideasonaweeklyTVshow.D)Herresearchfindingsarewidelyacclaimedintheworld.2.A)ProvisionofguidancefornuclearlabsinEurope.B)TouringtheglobetoattendscienceTVshows.C)OverseeingtworesearchgroupsatOxford.D)Scienceeducationandscientificresearch.3.A)Abetterunderstandingofasubject.B)Astrongerwilltomeetchallenges.C)Abroaderknowledgeofrelatedfelds.D)Acloserrelationshipwithyoungpeople.4.A)Byapplyingthelatestresearchmethods.B)Bymakingfulluseoftheexistingdata.C)Bybuildinguponpreviousdiscoveries.D)Byutilizingmorepowerfulcomputers.Questions5to8arebasedontheconversationyouhavejustheard.5.A)Theycanpredictfutureevents.C)Theyhaveculturalconnotations.B)Theyhavenospecialmeanings.D)Theycannotbeeasilyexplained.6.A)Itwascanceledduetobadweather.B)Sheoversleptandmissedthefight.C)Shedreamedofaplanecraash.D)Itwaspostponedtothefollowingday.7.A)Theycanbeaffectedbypeople'schildhoodexperiences.B)Theymaysometimesseemridiculoustoarationalmind.C)Theyusuallyresultfrompeople'sunpleasantmemories.D)Theycanhaveanimpactasgreatasrationalthinking.8.A)Theycallforscientifcmethodstointerpret.B)Theymirrortheirlong-cherishedwishes.C)Theyreflecttheircomplicatedemotions.D)Theyareoftenrelatedtoirrationalfeelings.SectionBDirections:Inthissection,youwillheartuoopassages.Attheendofeachpassage,youwillhearthreeorfourquestions.Boththepassageandthequestionswilbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnsuerSheet1withasinglelinethroughthecentre.Questions9to11arebasedonthepa8sageyouhavejustheard.9.A)Radiowaves.B)Soundwaves.C)Robots.D)Satellites.10.A)Itmaybefreezingfastbeneaththeglacier.B)Itmayhavemicro-organismslivinginit.C)Itmayhavecertainraremineralsinit.D)Itmaybeasdeepasfourkilometers.11.A)Helpunderstandlifeinfreezingconditions.B)HelpfindnewsourcesoffreshwaterC)Provideinformationaboutotherplanets.D)Shedlightonpossiblelifeinouterspace.Questions12to15arebasedonthepassageyouhavejustheard.12.A)Hefoundtherehadbeenlttleresearchontheirlanguage.B)HewastryingtopreservethelanguagesoftheIndiantribes.C)Hiscontactwithasocialworkerhadgreatlyarousedhisinterestinthetribe.D)HismeetingwithGonzalezhadmadehimeagertoleammoreaboutthetribe.13.A)HetaughtCopelandtospeaktheTarahumaraslanguage.B)HepersuadedtheTarahumarastoacceptCopeland'sgifts.C)Herecommendedoneofhisbestfriendsasaninterpreter.D)HeactedasanintermediarybetweenCopelandandthevillagers.14.A)Unpredictable.B)Unjustifhable.C)Laborious.D)Tedious.15.A)Theirappreciationofhelpfromtheoutsiders.B)Theirsenseofsharingandcaring.C)Theirreadinesstoadapttotechnology.D)Theirbeliefincreatingwealthforthemselves.SectionCDirections:Inthissection,youwillhearthreerecondingsofleturesortalksfollowedbythreeorfourquestions.Therecordingswillbeplayedonlyonce.Afleryouhearaquestion,youmustchoosethebestansuerfromthefourchoicesmarkedA),B),C)andD).ThenmarktthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Questions16to18arebasedontherecordingyouhavejustheard.16.A)Theytendtobesilencedintosubmission.B)Theyfindithardtodefendthemselves.C)Theywillfeelproudofbeingpioneers.D)Theywillfeelsomewhatencouraged.17.A)Onewhoadvocatesviolenceineffectingchange.B)Onewhocravesforrelentlesstransformations.C)Onewhoactsintheinterestsoftheoppressed.D)Onewhorebelsagainsttheexistingsocalorder.18.A)Theytriedtoeffectsocialchangebyforce.B)Theydisruptedthenation'ssocialstability.C)Theyservedasadrivingforceforprogress.D)Theydidmoreharmthangoodtohumanity.、Questions19to21arebasedontherecordingyouhavejustheard.19.A)Fewofuscanignorechangesinourimmediateenvironment.B)Itisimpossibleforustobeimumunefromoutsideinfluence.C)Fewofuscanremainunawareofwhathappensaroundus.D)Itisimportantforustokeepintouchwithourownworld.20.A)Makeuphismindtostartalloveragain.B)Stopmakingunfairjudgementsofothers.C)Trytofindamoreexcitingjobsomewhereelse.D)Recognisethenegativeimpactofhiscoworkers.21.A)Theyarequitesusceptibletosuicide.C)Theysufferagreatdealfromillhealth.B)Theyimprovepeople'squalityoflife.D)Theyhelppeoplesolvementalproblems.Questions22to25arebasedontherecordingyouhavejustheard.22.A)Fewpeoplecanidentifyitstexture.C)Itsrealvalueisopentointerpretation.B)Fewpeoplecandescribeitprecisely.D)Itsimportanceisoftenover-estimated.23.A)Ithasneverseenanychange.C)Itisawell-protectedgovemmentsecret.B)Ithasmuch如odowithcolor.D)Itisasubjectofstudybymanyforgers.24.A)Peoplehadlttlefaithinpapermoney.C)Itpredictedtheirvaluewouldincrease.B)Theycouldlastlongerincirculation.D)Theyweremoredifficulttocounterfeit.25.A)Thestabilzationofthedollarvalue.C)AgoldstandardforAmericancurrency.B)Theissuingofgovermmentsecurities.D)AsteadyappreciationoftheU.S.dollar.PartⅢReadingComprehension(40minutes)SectionADirections：Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarngfullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnsuerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Overall,menaremorelikelythanwomentomakeexcuses.Severalstudiessuggestthatmenfeeltheneedtoappearcompetentinall26______，whilewomenworryonlyabouttheskillsinwhichthey'veinvested27______.Askamanandawomantogodivingforthefirsttime,andthewomanislikelytojumpin,whilethemanislikelytosayhe'snotfeelingtoowell.Ironically,itisoftensuccessthatleadspeopletoflirtwithfailure.Praisewonfor28______askillsuddenlyputsoneinthepositionofhavingeverythingtolose.Ratherthanputtingtheirreputationonthelineagain,manysuccessfulpeopledevelopahandicapdrinking,29______,depression--thatallowsthemtokeeptheirstatusnomatterwhatthefuturebrings.Anadvertisingexecutive30______fordepressionshortlyafterwinninganawardputitthisway:“Withoutmydepression,I'dbeafailurenow;withit,I'masuccess‘onhold’”Infact,thepeoplemostlikelytobecomechronicexcusemakersarethose31______withsuccess.Suchpeoplearesoafraidofbeing32______afailureatanythingthattheyconstantlydeveloponehandicaporanotherinordertoexplainawayfailure.Thoughself-handicappingcanbeaneffectivewayofcopingwithperformanceanxietynowandthen,intheend,researcherssay,itwillleadto33______.Inthelongrun,excusemakersfailtoliveuptotheirtrue34______andlosethestatustheycaresomuchabout.Anddespitetheirproteststothe35______theyhaveonlythemselvestoblame.SectionBDirections:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninomeoftheparagraphs.Identifytheparagraphfromxwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Fachparagraphismarkedwithaletter.AnswerthequestiomsbymarkingthecorrespondingletteromAnsuerSheet2.SixPotentialBainBenefitsofBilingualEducationA)Brains,brains,brains.Peoplearefascinatedbybrainresearch.Andyetitcanbehardtopointtoplaceswhereoureducationsystemisreallymakinguseofthelatestneurosciencefindings.Butthereisonehappylinkwhereresearchismeetingpractice:bilingualeducation.“Inthelast20yearsorso,there'sbeenavirtualexplosionofresearchonbilingualism,saysJudithKroll,aprofessorattheUniversityofCalifonia,Riverside.B)Againandagain,researchershavefound,“bilingualismisanexperiencethatshapesourbrainforlife,"inthewordsofGigiLuk,anassociateprofessoratHarvard'sGraduateSchoolofEducation.Atthesametime,oneofthehottesttrendsinpublicschoolingiswhat'softencalleddual-languageortwo-wayimmersionprograms.C)TraditionalprogramsforEnglish-languageleamers,orELLs,focusonassimilatingstudentsintoEnglishasquickdyaspossible.Dual-languageclassrooms,bycontrast,provideinstructionacrosssubjectstobothEnglishnativesandEnglishleamers,inbothEnglishandatargetlanguage.Thegoalisfunctionalbilingualismandbiliteracyforallstudentsbymiddleschool.NewYorkCity,NorthCarolina,Delaware,Utah,OregonandWashingtonstateareamongtheplacesexpandingdual-languageclassrooms.D)Thetrendfiesinthefaceofsomeoftheculturewarsoftwodecadesago,whenadvocatesinsistedon“Englishfirst”education.Mostfamously,CalifomniapassedProposition227in1998.ItwasintendedtosharplyreducetheamountoftimethatEnglish-languageleamersspentinbilingualsettings.Proposition58，passedbyCaliforniavotersonNovember8,largelyreversedthatdecision,pavingthewayforahugeexpansionofbilingualeducationinthestatethathasthelargestpopulationofEnglish-languageleamers.E)SomeoftheinsistenceonEnglih-firstwasfoundedonresearchproduceddecadesago,inwhichbilingualstudentsunderperformnedmonolingualEnglishspeakersandhadlowerIQscores.Today'sscholars,likeElenBialystokatYorkUniversityinToronto,saythatresearchwas“deeplyflawed.”“Earlierresearchlookedatsociallydisadvantagedgroups,”agreesAntonellaSoraceattheUniversityofEdinburghinScotland.“Thishasbeencompletelycontradictedbyrecentresearch'”thatcomparesgroupsmoresimilartoeachother.F)Sowhatdoesrecentresearchsayaboutthepotentialbeneftsofbilingualeducation?Ittunsoutthat,inmanyways,therealtricktospeakingtwolanguagesconsistsinmanagingnottospeakoneofthoselanguagesatagivenmoment--whichisfundametallyafeatofpayingattention.Saying“Goodbye"tomomandthen“Gutentag"toyourteacher,ormanagingtoaskforacrayolarojainsteadofaredcrayon,requiresskillscalled“inhibition”and“taskswitching.”Theseskillsaresubsetsofanabilitycalledexecutivefunction.G)Peoplewhospeaktwolanguagesoftenoutperformmonolingualsongeneralmeasuresofexecutivefunction.“Bilingualscanpayfocusedattentionwithoutbeingdistractedandalsoimproveintheabilitytoswitchfromonetasktoanother,”saysSorace.H)Dothesesameadvantagesbeneftachildwhobeginslearningasecondlanguageinkindergarteninsteadofasababy?Wedon'tyetknow.Patternsoflanguagelearningandlanguage.usearecomplex.ButGigiLukatHarvardcitesatleastonebrain-imagingstudyonadolescentsthatshowssimilarchangesinbrainstructurewhencomparedwiththosewhoarebilingualfrombith,evenwhentheydidn'tbeginpracticingasecondlanguageineamestbeforelatechildhood.I)Youngchildrenbeingraisedbilingualhavetofollowsocialcuestofngureoutwhichlanguagetousewithwhichpersonandinwhatsetting.Asaresult,saysSorace，bilingualchildrenasyoungasage3havedemonstratedaheadstartontestsofperspective-takingandtheoryofmind--bothofwhicharefundamentalsocialandemotionalskills.J)About10percentofstudentsinthePortland,Oregonpublicschoolsareassignedbylotterytodua]-languageclassroomsthatofferinstructioninSpanish,JapaneseorMandarin,alongsideEnglish.JenniferSteeleatAmericanUniversityconductedafour-year,randomizedtrialandfoundthatthesedual-languagestudentsoutperfornedtheirpeersinEnglish-readingskillsbyafullschool-year'sworthoflearningbytheendofmiddleschool.Becausetheeffectsarefoundinreading,notinmathorsciencewheretherewerefewdifferences,Steelesuggeststhatlearningtwolanguagesmakesstudentsmoreawareofhowlanguageworksingeneral.K)TheresearchofGigiLukatHarvardoffersaslightlydifferentexplanation.Shehasrecentlydoneasmallstudylookingatagroupof100fourth-gradersinMassachusettswhohadsimilarreadingscoresonastandardtest,butverydifferentlanguageexperiences.Somewereforeign-languagedominantandotherswereEnglishnatives.Here'swhat'sinteresting.Thestudentswhoweredominantinaforeignlanguageweren'tyetcomfortablybilingual;theywerejuststartingtoleamEnglish.Therefore,bydefinition,theyhadamuchweakerEnglishvocabularythanthenativespeakers.Yettheywerejustasgoodatinterpretingatext.“Thisisverysurprising,"Luksays.“Youwouldexpectthereadingcomprehensionperformancetomirrorthevocabulary--it'sacormerstoneofcomprehension.*L)Howdidtheforeign-languagedominantspeakersmanagethisfeat?Well,Lukfound,theyalsoscoredhigherontestsofexecutivefunctioning.So,eventhoughtheydidn'thavehugementaldictionariestodrawon,theymayhavebeengreatpuzzle-solvers,talingintoaccounthigher-levelconceptssuchaswhetherasinglesentencemadesensewithinanoverallstoryline.Theygottothesameresultsasthemonolinguals,byadifferentpath.M)Americanpublicschoolclassroomsasawholearebecomingmoresegregatedbyraceandclass.Dual-languageprogramscanbeanexception.BecausetheyarecomposedofnativeEnglishspeakersdeliberatelyplacedtogetherwithrecentimmigrants，theytendtobemoreethnicallyandeconomicallybalanced.Andthereissomeevidencethatthishelpskidsofallbackgroundsgaincomfortwithdiversityanddifferentcultures.N)Severaloftheresearchersalsopointedoutthat,inbilingualeducation,non-English-dominantstudentsandtheirfamiliestendtofeelthattheirhomelanguageisheardandvalued,comparedwithaclassroomwherethehomelanguageisleftatthedoorinfavorofEnglish.Thiscanimprovestudents'senseofbelongingandincreaseparents'involvementintheirchildren'seducation,includingbehaviorslikereadingtochildren.“Manyparentsfeartheirlanguageisanobstacle,aproblem,andiftheyabandonittheirchildwillintegratebetter,"saysAntonellaSoraceoftheUniversityofEdinburgh.“Wetellthemthey'renotdoingtheirchildafavorbygivinguptheirlanguage.”O)Onethemethatwasstrikinginspeakingtoalltheseresearcherswasjusthowstronglytheyadvocatedfordual-languageclassrooms.ThomasandCollierhaveadvisedmanyschoolsystemsonhowtoexpandtheirdual-languageprograms,andSoraceruns“BilingualismMatters,"aintermationalnetworkofresearcherswhopromotebilingualeducationprojects.Thistype0advocacyamongscientistsisunusual;evenmoresobecausethe“bilingualadvantagehypothesis"isbeingchallengedonceagain.P)Areviewofstudiespublishedlastyearfoundthatcognitiveadvantagesfailedtoappearin83percentofpublishedstudies,thoughinaseparateanalysis,thesumofeffectswasstillsignifcantlypositive.Onepotentialexplanationofferedbytheresearchersisthatadvantagesthataremeasurableintheveryyoungandveryoldtendtofadewhentestingyoungadultsatthepeakoftheircognitivepowers.And,theycounteredthatnonegativeeffectsofbilingualeducationhavebeenfound.So,eveniftheadvantagesaresmall,theyarestillworthit.Nottomentiononeobvious,outstandingfact:“Bilingualchildrencanspeaktwolanguages!''36.Astudyfoundthattherearesimilarchangesinbrainstructurebetweenthosewhoarebilingualfrombirthandthosewhostartleamingasecondlanguagelater.37.Unliketraditionalmonolingualprograns,bilingualclassroomsaimatdevelopingstudents'abilitytousetwolanguagesbymiddleschool.38.Astudyshowedthatdual-languagestudentsdidsignificantlybetterthantheirpeersinreadingEnglishtexts.39.Abouttwentyyearsago,bilingualpracticewasstronglydiscouraged,especiallyinCalifornia.10.Ethnicallyandeconomicallybalancedbilingualclassoomsarefoundtobehelpfulforkidstogetusedtosocialandculturaldiversity.41.Researchersnowclaimthatearlierresearchonbilingualeducationwasseriouslyflawed.42.Accordingtoaresearcher,dual-languageexperiencesexertalifelonginfluenceonone'sbrain.43.Advocatesofbilingualeducationarguedthatitproducespositiveeffectsthoughtheymaybelimited.44.Bilingualspeakersoftendobetterthanmonolingualsincompletingcertaintasksbecausetheycanconcentratebetteronwhattheyaredoing.45.Whentheirnativelanguageisused,parentscanbecomemoreinvolvedintheirchildren'seducation.SectionCPassageOneQuestions46to50arebasedonthefollowingpassage.Itisnotcontroversialtosaythatanunhealthydietcausesbadhealth.Norarethebasicelementsofhealthyeatingdisputed.Obesityraisessusceptibilitytocancer,andBritainisthesixthmostobesecountryonEarth.Thatisapublichealthemergency.Butnamingtheproblemistheeasypart.Noonedisputesthecostsinqualityoflifeanddepletedhealthbudgetsofanobesepopulation,butthequestforsolutionsgetsdivertedbyideologicalargumentsaroundresponsibilityandchoice.Andthewaterismuddiedbylobbyingfromtheindustriesthatprofitfromconsumptionofobesity-inducingproducts.Historicalprecedentsuggeststhatscienceandpoliticscanovercomeresistancefrombusinessesthatpolluteandpoisonbutittakestime,andsuccessoftenstartssmall.SoitishearteningtonotethataprogrammeinLeedshasachievedareductioninchildhoodobesity,becomingthefirstUKcitytoreverseafatteningtrend.Thebestresultswereamongyoungerchildrenandinmoredeprivedareas.When28%ofEnglishchildrenagedtwoto15areobese,anationalshiftonthescaleachievedbyLeedswouldlengthenhundredsofthousandsoflives.AsignificantfactorintheLeedsexperienceappearstobeaschemecalledHENRY,whichhelpsparentsrewardbehavioursthatpreyentobesityinchildren.Manymembersofparliamentareuncomfortableevenwiththeirowngovemment'santi-obesitystrategy,sinceitinvolvesa“sugartax"andabanonthesaleofenergydrinkstounder-16s.Bansandtaxescanbebluntinstruments,buttheirharshestcriticscanrarelysuggestbettermethods.Thesecriticsjustopposeregulationitself.Therelationshipbetweenpoorhealthandinequalityistoopronouncedforgovermmentstobepassiveaboutlarge-scaleintervention.Peoplelivinginthemostdeprivedareasarefourtimesmorepronetodiefromavoidablecausesthancounterpartsinmoreaffluentplaces.Asthestructuralnatureofpublichealthproblemsbecomeshardertoignore,thecomplaintaboutoverprotectivegovenmentlosespotency.Infact,thepolariseddebateoverpublichealthinterventionsshouldhavebeenabandonedlongago.Govemmentactionworkswhenindividualsaremotivatedtorespond.Individualsneedgovemmentsthatexpandaccesstogoodchoices.TheHENRYprogrammewasdeliveredinpartthroughchildren'scentres.Closingsuchcentresandcuttingcouncilbudgetsdoesn'tmagicallyincreasereservesofindividualself-reliance.Thefunctionofawell-designedstateinterventionisnottodeprivepeopleoflibertybuttobuildsocialcapacityandinfrastructurethathelpspeopletakeresponsibilityfortheirwellbeing.Theobesitycrisiswillnothaveasolutiondevisedbyleitorrightideology--butexperienceindicatesthattheprivatesectorneedstheincentiveofregulationbeforeitstarlstalingpublichealthemergenciesseriously.46.WhyistheobesityprobleminBritainsodifficulttosolve?A)Govermenthealthbudgetsaredepleted.B)Peopledisagreeastowhoshoulddowhat.C)Individualsarenotreadytotaketheirresponsibilties.D)Industrylobbyingmakesithardtogethealthyfoods.47.Whatcanwelearmnfromthepastexperienceintackingpublichealthemergencies?A)Govemmentshavearoletoplay.B)Publichealthisascientifcissue.C)Priorityshouldbegiventodeprivedregions.D)Businesses'responsilityshouldbestressed.48.Whatdoestheauthorimplyaboutsomecriticsofbansandtaxesconcerningunhealthydrinks?A)Theyarenotawareoftheconsequencesofobesity.B)Theyhavenotcomeupwithanythingmoreconstructive.C)Theyareuncomfortablewithparliament'santiobesitydebate.D)Theyhavetheirownmotivesinopposinggovermmentregulation.49.Whydoestheauthorstresstherelationshipbetweenpoorhealthandinequality?A)Todemonstratethedilemmaofpeoplelivingindeprivedareas.B)TobringtolighttherootcauseofwidespreadobesityinBritain.C)Tohighlighttheareadeservingthemostattentionfromthepublic.D)Tojustifygovermmentinterventioninsolvingtheobesityproblem.50.Whenwillgovermmentactionbeeffective?A)Whenthepolariseddebateisabandoned.B)Whenideologicaldifferencesareresolved.C)Whenindividualshavetheincentivetoactaccordingly.D)Whentheprivatesectorrealisestheseverityofthecrisis.PassageTwoQuestions51to55arebasedonthefollowingpassage.Hometovirginreefs,raresharksandvastnumbersofexoticfish,theCoralSeaisauniquehavenofbiodiversityoffthenortheastemcoastofAustralia.IfaproposalbytheAustraliangovemmentgoesahead,theregionwillalsobecometheworld'slargestmarineprotectedarea,withrestrictionsorbansonfishing,miningandmarinefarming.TheCoralSeareservewouldcoveralmost990000squarekilometresandstretchasfaras1100kilometresfromthecoast.UnveiledrecentlybyenvironmentministerTonyBurke，theproposalwouldbethelastinaseriesofproposedmarinereservesaroundAustralia'scoast.Buttheschemeisattractingcriticismfromscientistsandconservationgroups,whoarguethatthegovemmenthasn'tgonefarenoughinprotectingtheCoralSea,orinothermarinereservesinthecoastalnetwork.HughPossingham,directoroftheCentreofExcellenceforEnvironmentalDecisionsattheUniversityofQueensland,pointsoutthatlittlemorethanhalfoftheCoralSeareserveisproposedas“notake"area,inwhichallfishingwouldbebann