大学生英语六级考试真题及答案(2020年9月第1套)

你好，大学英语六级考试真题电子版更新中，希望大家予以支持，编辑不易，感谢支持～ 大学英语六级考试 (2020年9月第1套) 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 question 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).ThenmarkthecorrespondingletteronAnswerSheet1withasingle 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. (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 centre. Questions 9 to 11 are based on the passage you have just heard. 9. (A)Radio waves. (C) Robots. (B)Sound waves (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 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 others. (C) Try to find a more exciting job somewhere else. (D)Recognize the negative impact of his coworkers. 21. (A) They are quite susceptible to suicide. (B) They improve people's quality of life. (C) They sutler 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 min) 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. 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. contrary (B) fatigue (C) heavily (D) heaving (E) hospitalized (F) labeled. (G) legacies (H) mastering (I) momentum (J) obsessed (K) potential (L) realms (M) reciprocal (N) ruin (O) viciously 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 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 Luke, 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 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(单语的) English speakers and had lower IO 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 our 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 these 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 leaning two languages makes students 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 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 learn English. Therefore, by defin