2020年9月英语六级考试试题第1套【真题】

2020年9月英语六级考试试题第1套Part II(30 minutes)Listening ComprehensionSection ADirections: 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 spokenonly once. Afier you hear a question, you must choose the best answer from the fourchoices marked A),B), C) and D). Then mark the corresponding letter on AnswerSheet 1 with a single line through the centre.Questions 1 to 4 are based on the conversation you have just heard.1.A)She candevoteall her life topursuingherpassion.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.C)A broaderknowledge of related fields.B) A stronger will to meet challenges.D) A closer relationship with young people.4. A) By applying the latest research methods.C)By building upon previous discoveries.B) By making full use of the existing data.D) By utilizing more powerful computers.Questions 5 to 8 are based on the conversation you have just heard.C)They have cultural connotations.5. A) They can predict future events.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 missed the flight.D) It was postponed to the following day7.A)They canbeaffectedbypeople'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.第1/12页

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 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. C) A broader knowledge of related fields. B) A stronger will to meet challenges. D) A closer relationship with young people. 4. A) By applying the latest research methods. C) By building upon previous discoveries. B) By making full use of the existing data. 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. 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 missed the flight. 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. 2020年9月英语六级考试试题第1套 第 1／12页

8. A) They call for scieritific methods to interpret.B) They mirror their long-cherished wishes.C)TheyreflecttheircomplicatedemotionsD)They are often related to irrational feelings.Section BDirections:In this section, you will hear two passages. At the end of each passage, you will hear threeor four questions. Both the passage and the questions will be spoken only once.After youhear a question, you must choose the best answer from the four choices marked A), B),C) and D).Then mark the corresponding letter on AnswerSheet1witha single linethroughthe centre.Questions 9 to ll are based on the passage you have just heard.9. A) Radio waves.C) Robots.B)Soundwaves.D)Satellites10. 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 itD) It may be as deep as four kilometers.11. A) Help understand life in freezing conditions.B)Help find new sources offreshwater.C)Provideinformationaboutotherplanets.D) Shed light on possible life in outer space.Questions 12to 15 arebased on the passageyouhave 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 giftsC) He recommended one of his best friends as an interpreterD) He acted as an intermediary between Copeland and the villagers14. A)Unpredictable.C) Laborious.D) Tedious.B) Unjustifiable.第2/12页

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 fmd 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. C) Laborious. B) Unjustifiable. D) Tedious. - 第 2／12页

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 themselvesSection CDirections: In this section, you will hear three recordings of lectures or talks followed by three orfour questions.The recordings will be played only once. Afier you hear a question, youmust choose the best answer from the four choices marked A),B),C)and D).Thenmark the corresponding letter on Answer Sheet 1 with a single line through thecentre.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)OnewhocravesforrelentlesstransformationsC) One who acts in the interests of the oppressed.D) One who rebels against the existing social order.18. A) They tried to effiect 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 environmentB)It is impossibleforus to be immunefrom outside influence.C) Few of us can remain unaware of what happens around usD) It is important for us to keep in touch with our own world20. A) Make up his mind to start all over againB)Stop making unfair judgments of others.C) Try to find a more exciting job somewhere else.D)Recognise the negative impact of his coworkers第3/12页

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) Recognise the negative impact of his coworkers. 第 3／12页

21. A) They are quite susceptible to suicide.B)They improve people's quality of life.C) They suffer a great deal from ill healthD) 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.C)Its real value is open to interpretationB)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 govemment 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)Thestabilizationof thedollarvalueC) A gold standard for American currency.B) The issuing of govermmerit securities.D)A steady appreciation of the U.S. dollar.Part II(40 minutes)Reading ComprehensionSectionADirections: In this section, there is a passage with ten blanks. You are required to select one word foreach blank from a list of choices given in a word bank following the passage. Read thepassage through carefully before making your choices. Each choice in the bank is identifiedby a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with asingle line through the centre. You may not use any of the words in the bank more than onceOverall, men are more likely than women to make excuses. Several studies suggest that men feelthe need to appear competent in all26, while women worry only about the skills in whichthey've invested _27. Ask a man and a woman to go diving for the first time, and the woman islikely to jump in, while the man is likely to say he's not feeling too well.Ironically,it is often success that leads peopleto flirt withfailure.Praise won for28a skillsuddenly puts one in the position of having everything to lose.Rather than putting their reputation onthe line again, many successful people develop a handicap—drinking,29,depression—thatallows them to keep their status no matter what the future brings. An advertising executive30for depression shortly after winning an award put it this way:"Without my depression, I'd be afailure now, with it, I'm a success "on hold.""In fact, the people most likely to become chronic excuse makers are those31with success.Such people are so afraid of being32a failure at anything that they constantly develop one第4/12页

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. 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 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. 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 第 4／12页

handicap or another in order to explain away failureThough self-handicapping can be an effective way of coping with performance anxiety now andthen, in the end, researchers say,itwill lead to33.In thelong run, excuse makersfail to liveupto their true34and lose the status they care so much about And despite their protests to the35_, they have only themselves to blame.1)A)contrarymomentumB) fatigueJ)obsessedC) heavilyK)potentialD)heavingL)realmsM) reciprocalE)hospitalizedF) labeledN) ruinG) legacies0) viciouslyH)masteringSection BDirections: 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 theparagraph from which the information is derived. You may choose a paragraph morethan once. Each paragraph is marked with a letter.Answer the questions by markingthe corresponding letter on Answer Sheet 2.Six Potential Brain Benefits of Bilingual EducationA) 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 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 onbilingualism," 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 Harvard's Graduate School of Education.At the same time, one of the hottest trends in public schooling is what's often called dual-languageor two-way immersion programs.C) Traditional programs for English-language learners, or ELLs, focus on assimilating students 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 bilingualism and biliteracy for all students by middle school. New York City,第5/12页

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. A) contrary I) momentum B) fatigue J) obsessed C) heavily K) potential D) heaving L) reahns E) hospitalized M) reciprocal F) labeled N) rum G) legacies 0) viciously H) mastering 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 ( # � :ff -!fr ) findings. But there is one happy link where research is meeting practice: bilingual ( � i½ � ) 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, 第 5／12页

North Carolina, Delaware, Utah, Oregon and Washington state are among the places expandingdual-language classrooms.D)Thetrend flies in thefaceof some of theculturewars of two decades ago,when advocatesinsisted on “"English first" education. Most famously, California passed Proposition 227 in 1998It was intended to sharply reduce the amount of time that English-language learners spent inbilingual settings.Proposition 58,passed by California voters on November 8, largelyreversedthat decision, paving the way for a huge expansion of bilingual education in the state that has thelargest population of English-language learners.E) Some of the insistence on English-first was founded on research produced decades ago, in whichbilingual studentsunderperformedmonolingual（单语的）English speakersandhadlowerIQscores.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 AntonellaSorace at the University of Edinburgh in Scotland.“This has been completely contradicted byrecentresearch that compares groups more similar to each other.F) So what does recent research say about the potential benefits of bilingual education? It turns outthat, in many ways, the real trick to speaking two languages consists in managing not to speak oneof 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 acrayola roja instead of a red crayon（蜡笔），requires skills called“inhibition”and“taskswitching." These skills are subsets of an ability called executive function.G)Peoplewho speak twolanguagesoftenoutperformmonolingualsongeneralmeasures 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 don't yet know.Patterns of language learning and language use arecomplex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents thatshows 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 touse with which person and in what setting. As a result, says Sorace, bilingual children as young asage 3 have demonstrated a head start on tests of perspective-taking and theory ofmind-both ofwhich are fundamental social and emotional skills.J)About10 percent of students in thePortland,Oregon public schools are assigned by lottery to dual-6·6第6/12页

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 ( if i¼ � ) 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 morn and then " Guten tag" to your teacher, or managing to ask for a crayola roja instead of a red crayon ( � � ) , 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- 6 · 6 第 6／12页

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 thatthese 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 arefound in reading,notin math or science where there were few differences, Steele suggests that learning two languagesmakes students more aware of how language works in general.K)The research of Gigi Luk at Harvard offers a slightly diffierent explanation. She has recently donea small study looking at a group of 100 fourth-graders in Massachusetts who had similar readingscores on a standard test, but very different language experiences. Some were foreign-languagedominant and others were English natives.Here's what's interesting. The students who weredominant in a foreign language weren't yet comfortably bilingual; they were just starting to learnEnglish.Therefore, by definition, they had a much weaker English vocabulary than the nativespeakers. Yet they were just as good at interpreting a text "This is very surprising," Luk says."Youwould expectthe reading comprehension performanceto mirror the vocabularyit'sacornerstoneof comprehension."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 didn't have huge mentaldictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-levelconcepts such as whether a single sentence made sense within an overall story line. They got tothe same results as the monolinguals, by a diffierent 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 Englishspeakers deliberately 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, comparedwith a classroom where the home language is left at the door in favor of English. This canimprove students' sense of belonging and increase parentsinvolvement in their children'seducation, including behaviors like reading to children."Many parents fear their language is anobstacle, a problem, and if they abandon it their child will integrate better," says Antonella Soraceof the University of Edinburgh. "We tell them they're not doing their child a favor by giving uptheir language."O) One theme that was striking in speaking to all these researchers was just how strongly theyadvocated for dual-language classrooms.Thomas and Collier have advised many school systems第7/12页

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 learning 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 1 00 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 definition, they had a much weaker English vocabulary than the native speakers. Yet they were just as good at interpreting a text. " This is very surprising," Luk says. " You would expect the reading comprehension performance to mirror the vocabulary - it's a cornerstone of comprehension." L) How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line. They got to the same 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 speakers deliberately placed together with recent immigrants, they tend to be more ethnically and economically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures. N) Several of the researchers also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English. This can improve students' sense of belonging and increase parents' involvement in their children's education, including behaviors like reading to children. " Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better," says Antonella Sorace of the University of Edinburgh. "We tell them they're not doing their child a favor by giving up their language." 0) One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms. Thomas and Collier have advised many school systems 第 7／12页

on how to expand their dual-language programs,and Sorace runs“Bilingualism Matters," aninternational network of researchers who promote bilingual education projects. This type ofadvocacy among scientists is unusual; even more so because the“bilingual advantage hypothesis'is being challenged once again.P)A review of studies published last year found that cognitive advantages failed to appear in 83percent of published studies, though in a separate analysis, the sum of effiects was still significantlypositive. One potential explanation offiered by the researchers is that advantages that aremeasurable in the very young and very old tend to fade when testing young adults at the peak oftheir cognitive powers. And, they counitered that no negative effects of bilingual education havebeen found. So, even if the advantages are small, they are still worth it.Not to mention oneobvious,outstandingfact:"Bilingual children can speak two languages!"36.A study found that there are similar changes in brain structure between those who are bilingualfrom birth and those who start learming a second language later.37.Unlike traditional monolingual programs, bilingual classrooms aim at developing students'abilitytousetwo languagesbymiddle school.38. A study showed that dual-language students did significantly better than their peers in readingEnglishtexts39.About twenty years ago, bilingual practice was strongly discouraged, especially in California.4o.Ethnicallyand economicallybalanced bilingual classrooms arefound tobe helpful forkids to getused to social and cultural diversity.41.Researchers now claim that earlier research on bilingual education was seriously flawed.42.According to a researcher, dual-language experiences exert a lifelong influence on one's brain.43.Advocates of bilingual education argued that it produces positive effects though they may belimited.44. Bilingual speakers often do better than monolinguals in completing certain tasks because they canconcentrate better on what they are doing.45.When their native language is used, parents can become more involved in their children'seducation.第8/12页

on how to expand their dual-language programs, and Sorace runs " Bilingualism Matters," an international network of researchers who promote bilingual education projects. This type of advocacy among scientists is unusual; even more so because the " bilingual advantage hypothesis" is being challenged once again. P) A review of studies published last year found that cognitive advantages failed to appear in 83 percent of published studies, though in a separate analysis, the sum of effects was still significantly positive. One potential explanation offered by the researchers is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers. And, they countered that no negative effects of bilingual education have been found. So, even if the advantages are small, they are still worth it. Not to mention one obvious, outstanding fact: " Bilingual children can speak two languages!" 36. A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start learning a second language later. 37. Unlike traditional monolingual programs, bilingual classrooms aim at developing students' ability to use two languages by middle school. 38. A study showed that dual-language students did significantly better than their peers in reading English texts. 39. About twenty years ago, bilingual practice was strongly discouraged, especially in California. 40. Ethnically and economically balanced bilingual classrooms are found to be helpful for kids to get used to social and cultural diversity. 41 . Researchers now claim that earlier research on bilingual education was seriously flawed. 42. According to a researcher, dual-language experiences exert a lifelong influence on one's brain. 43. Advocates of bilingual education argued that it produces positive effects though they may be limited. 44. Bilingual speakers often do better than monolinguals in completing certain tasks because they can concentrate better on what they are doing. 45 . When their native language is used, parents can become more involved m their children's education. 第 8／12页

Section CDirections:There are 2 passages in this section.Each passage is followed by some questions orunfinished statements.For each of them there are four choices marked A),B),C)andD).You should decide on the best choice and mark the corresponding letter on AnswerSheet2withasingle linethroughthe centre.PassageOneQuestions 46 to50 are based on thefollowing passage.It is not controversial to say that an unhealthy diet causes bad health.Nor are the basic elementsof healthy eating disputed. Obesity raises susceptibility to cancer,and Britain is the sixth most obesecountry on Earth.That is a public health emergency.But naming the problem is the easy part.No onedisputes the costs in quality of life and depleted health budgets of an obese population,but the quest forsolutions gets diverted by ideological arguments around responsibility and choice. And the water ismuddied by lobbying from the industries that profit from consumption of obesity-inducing products.Historical precedent suggests that science and politics can overcome resistance from businessesthat pollute and poison but it takes time, and success often starts small So it is heartening to note thata programme in Leeds has achieved a reduction in childhood obesity, becoming the first UK city toreverse a fattening trend. The best results were among younger children and in more deprived areas.When 28% of English children aged two to 15 are obese, a national shift on the scale achieved byLeeds would lengthen hundreds of thousands of lives.A significant factor in the Leeds experience appearsto be a scheme called HENRY, which helps parents reward behaviours that prevent obesity in children.Many members of parliament are uncomfortable even with their own govemment's anti-obesitystrategy, since it involves a " sugar tax" and a ban on the sale of energy drinks to under-16s. Bansand taxes can be blunt instruments, but their harshest critics can rarely suggest better methods. Thesecritics just oppose regulation itself.The relationshipbetween poor health and inequality is too pronounced for govemments to bepassive about large-scale intervention. People living in the most deprived areas are four times moreprone to die from avoidable causes than counterparts in more affluent places.As the structural natureof publichealthproblems becomesharderto ignore,thecomplaintaboutoverprotectivegovemmentloses potency.In fact, the polarised debate over public health interventions should have been abandoned longago.Government action works when individuals are motivated to respond. Individuals needgovemments that expand access to good choices.The HENRY programmewas delivered in partthrough children's centres. Closing such centres and cutting council budgets doesn't magically increasereserves of individual self-reliance. The function of a well-designed state intervention is not to deprivepeople of libertybut to build social capacity and infrastructure that helps people take responsibility fortheir wellbeing.The obesity crisis will not have a solution devised by left or right ideology-butexperience indicates that the private sector needs the incentive of regulation before it starts takingpublic health emergencies seriously.第9/12页

Section C Directions : There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A) , B) , C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One Questions 46 to 50 are based on the following passage. It is not controversial to say that an unhealthy diet causes bad health. Nor are the basic elements of healthy eating disputed. Obesity raises susceptibility to cancer, and Britain is the sixth most obese country on Earth. That is a public health emergency. But naming the problem is the easy part. No one disputes the costs in quality of life and depleted health budgets of an obese population, but the quest for solutions gets diverted by ideological arguments around responsibility and choice. And the water is muddied by lobbying from the industries that profit from consumption of obesity-inducing products. Historical precedent suggests that science and politics can overcome resistance from businesses that pollute and poison but it takes time, and success often starts small. So it is heartening to note that a programme in Leeds has achieved a reduction in childhood obesity, becoming the first UK city to reverse a fattening trend. The best results were among younger children and in more deprived areas. When 28% of English children aged two to 15 are obese, a national shift on the scale achieved by Leeds would lengthen hundreds of thousands of lives. A significant factor in the Leeds experience appears to be a scheme called HENRY, which helps parents reward behaviours that prevent obesity in children. Many members of parliament are uncomfortable even with their own government's anti-obesity strategy, since it involves a " sugar tax" and a ban on the sale of energy drinks to under-16s. Bans and taxes can be blunt instruments, but their harshest critics can rarely suggest better methods. These critics just oppose regulation itself. The relationship between poor health and inequality is too pronounced for governments to be passive about large-scale intervention. People living in the most deprived areas are four times more prone to die from avoidable causes than counterparts in more affluent places. As the structural nature of public health problems becomes harder to ignore, the complaint about overprotective government loses potency. In fact, the polarised debate over public health interventions should have been abandoned long ago. Government action works when individuals are motivated to respond. Individuals need governments that expand access to good choices. The HENRY programme was delivered in part through children's centres. Closing such centres and cutting council budgets doesn't magically increase reserves of individual self-reliance. The function of a well-designed state intervention is not to deprive people of liberty but to build social capacity and infrastructure that helps people take responsibility for their wellbeing. The obesity crisis will not have a solution devised by left or right ideology-but experience indicates that the private sector needs the incentive of regulation before it starts taking public health emergencies seriously. - 第 9／12页

46. Why is the obesity problem in Britain so difficult to solve?A)GovemmenthealthbudgetsaredepletedB) People disagree as to who should do what.C) Individuals are not ready to take their responsibilities.D) Industry lobbying makes it hard to get healthy foods.47.What can we learn from the past experience in tacklingpublic health emergencies?A) Govemments have a role to play.B) Public health is a scientific issue.C) Priority should be given to deprived regions.D) Businesses'responsibility should be stressed.48.What does the atrthor imply about some critics of bans and taxes concerning unhealthy drinks?A)They are not aware of the consequences of obesity.B)They havenot come up with anything more constructive.C)They are uncomfortable with parliament's anti-obesity debate.D)They have their own motives in opposing government regulation.49.Why does the author stress the relationship between poor health and inequrality?A) To demonstrate the dilemma of people living in deprived areas.B)To bring to light the root cause of widespread obesity in Britain.C)To highlight the area deserving themost attention from the public.D)To justify government intervention in solving the obesity problem.50.Whenwill government action be effective?A) When the polarised debate is abandoned.B) When ideological differences are resolved.C) When individuals have the incentive to act accordinglyD) When the private sector realises the severity of the crisis.PassageTwoQuestions 51 to 55 are based on the following passage.Home to virgin reefs, rare sharks and vast numbers of exotic fish, the Coral Sea is a uniquehaven of biodiversity off the northeastern coast of Australia. If a proposal by the Australiangovemment goes ahead, the region will also become the world's largest marine protected area, withrestrictions or bans on fishing,mining and marine farming.The Coral Sea reserve would cover almost 990,000 square kilometres and stretch as far as 1,100kilometres from the coast.Unveiled recently by environment minister Tony Burke,the proposal wouldbethe last in a series of proposed marine reserves around Australia's coast.第10/12页

46. Why is the obesity problem in Britain so difficult to solve? A) Government health budgets are depleted. B) People disagree as to who should do what. C) Individuals are not ready to take their responsibilities. D) Industry lobbying makes it hard to get healthy foods. 47. What can we learn from the past experience in tackling public health emergencies? A) Governments have a role to play. B) Public health is a scientific issue. C) Priority should be given to deprived regions. D) Businesses' responsibility should be stressed. 48. What does the author imply about some critics of bans and taxes concerning unhealthy drinks? A) They are not aware of the consequences of obesity. B) They have not come up with anything more constructive. C) They are uncomfortable with parliament's anti-obesity debate. D) They have their own motives in opposing government regulation. 49. Why does the author stress the relationship between poor health and inequality? A) To demonstrate the dilemma of people living in deprived areas. B) To bring to light the root cause of widespread obesity in Britain. C) To highlight the area deserving the most attention from the public. D) To justify government intervention in solving the obesity problem. 50. When will government action be effective? A) When the polarised debate is abandoned. B) When ideological differences are resolved. C) When individuals have the incentive to act accordingly. D) When the private sector realises the severity of the crisis. Passage Two Questions 51 to 55 are based on the following passage. Home to virgin reefs, rare sharks and vast numbers of exotic fish, the Coral Sea is a unique haven of biodiversity off the northeastem coast of Australia. If a proposal by the Australian government goes ahead, the region will also become the world's largest marine protected area, with restrictions or bans on fishing, mining and marine farming. The Coral Sea reserve would cover almost 990,000 square kilometres and stretch as far as 1 ,100 kilometres from the coast. Unveiled recently by environment minister Tony Burke, the proposal would be the last in a series of proposed marine reserves around Australia's coast. 第 10／12页