2024年4月29日发(作者：)
2020年9月六级真题（第1套）
Part I
Directions: For this part, you are allowed 30 minutes to write an essay on the saying What
比
worth
doing
比
worthdoing well. You should write at le
邸
t堕wordsbut no more than空
words.
Writing
(30 minutes)
Directions: In this section, you w讥heartwo long conversations.
At the end of each
conversation, you will hear four questions. Both the conversation and the
questions will be spo枷onlyonce. After you hear a question, you must
choose the best answer from the four c加icesmarked A), B), C) and D).
Then mark the corresponding let阮onAnswer Sheet 1 with a single line
through the c
邠
tre.
Questions 1 to 4 are b
邸
edon the conversation you have just heard.
1.A) She can devote all her life to pUl'Suing 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 fmdings 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胚owledgeof related fields.
B)A stronger w诅tomeet challenges.
D)A closer relationship with yo皿gpeople.
4.A) By applying the latest research methods.
C)By building upon previous discoveries.
B)By making full use of the existing da组
D)By utilizing more powerful computers.
Questions 5 to 8 are b
邸
edon 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 m访sedthe 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 ridi叫ousto 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. C) They reflect their complicated emotions.
B)They mirror their long-cherished wishes.D)They are often related to irrational feelings.
20
20
. s
/
1
(第1
套
）
Part Il
Section A
Listening Comprehension (30 minutes)
Section B
Directions: In this section, you will hear two passages. At the end of each passage, you will加ar
three or four questions. Both the passage a砬thequestions will be spoken only once.
the best answer from the four或oicesmarked
扣
youhear a question, you must choose
A), B), C) a
饥
tD). Then
血
rkthe corn
邸
po砬ingletter on Answer Sheet 1 with a
single line through the centre.
Questions 9 to 11 are based on the passage you have just heard.
D)
Satellites.
C)Robots.
9.A) Radio waves.
B)
Sound waves.
10.
A) It may be freezing fast beneath the glacier.
C) It may have certain rare m加ralsin it.
B)
It may have micro-organisms living in it.
D)
It may be as deep as four kilometers.
11.A) Help understand life in freezing conditions.
C) Provide information about other planets.
B)
Help find new sources of fresh water.
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)
Hew
邸
tryingto 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)
U司ustifiable.
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 th
咳芘
co动ngsof lectures or tal尥Jo肋wedby thrne or four
questions. 加recordingswill be play必onlyo
奴，
e.加youhear a question, you must
choose the best answer from the four choices marked A) , B) , C) a叫D).Then mark the
corresponding let阮onAnswer Sheet 1 with a single line through the c
砌
tre.
Questions 16 to 18 are based on the recording you have just heard.
16.A) They tend to be silenced into submission.
C) They w诅feelproud of being pioneers.
B)
They find it hard to defend themselves.
D)
They w诅feelsomewhat 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. C) They seived as a driving force for progress.
B)
They disrupted the n
扰
ion'ssocial stability.
D)
They did more hann than good to humani灯
Questions 19 to 21 are b
邸
edon the recording you have just heard.
19.
A) Few of us can ignore changes in our immediate envirorunent.
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.
�0�0
.-
9_{�_{第1套）
20.A) Malce 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 coworke
岱
21.A) They are quite susceptible to suicide.
C)They suffer a great deal from
ill
health.
B)
They improve people•s quality of life.
D)They help people solve mental problems.
Questions 22 to 25 are based on the recording you have j皿theard.
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.
(40 minutes)
Reading Comprehension
川
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阜，whilewomen wo可onlyabout the skills in which they've
invested工．压ka 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 _J巠_
a skill
suddenly pu岱onein the position of having eve
rythin
g to lose.
Rather than putting their reputation on
the line again, many successful people develop a handicap-chinking, 塑_,
depression-that allows
them to keep their status no matter what the future brings. An advertising executive
_
堕
_
for
depression shortly after winning an award put it this way
:
"Without my depression, I'd be a failure
now; with it, rm a success'on hold.'"
In fact, the people most likely to become chronic excuse makers are those�with success.
Such people are so afraid of being _塾
_
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 _£L. In the long run, excuse makers fail to live up
to their true�and lose the status they care so much about. And despite their protests to the
35 , they have only themselves to blame.
Part
—--
A)contn叩
B)fati
gue
C)
heavily
D)heaving
E)hospitalized
F)labeled
G)
legacies
H)
mastering
I)momentum
J)
obsessed
K)
potential
L)
realms
M)reciprocal
N
)
rui
n
0)viciously
�9?.9.-.. �.l-�(第1套）
Section B
Directions:
1
九
thissecti叨，youare going to read a p
心
sagewith ten statements at垃chedto it. Each
S
比如呻
tC
叨
tainsin/ormat如gi
扼
n切oneof the pa呻aphs.11如tifythe paragraph
from which the切iformat加isderived. You may choose a paragraph more tha
九
once.
Each paragraph is marked with a letter. Answ
衍
thequestions by mark切gthe
C
听
esp
叨
di叨letter
叩
AnswerSheet 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
砒
uroscience(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 bilingual, "
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 studen岱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 bilingualm and biliteracy for all students by middle school. New York City, North
Carolina, Delaware, , 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 fou
n
ded on research produced decades ago, in which
bilingual studen岱underperfo皿ed
饥
O
彻
l切gual(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 benefi岱ofbilingual education? It turns out
that, in many ways, the real trick to two languages consis岱inmanaging
初
tto speak one
of those languages at a given moment一whichis a feat of paying attention. Sa
y
i
n
g
..
Goodbye" to mom and then "Gu砌四"to your teacher, or managing to ask for a crayo比仅加
instead of a red
叩
u叨（蜡笔），requiresskills called " inhibition" and "啦kswitching. " These
skills are subse区ofan 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 lmow. Patterns of language learning and language .use are
complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescen岱thatshows
similar changes in brain structure when compared with those who are bilingual from b血，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
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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 lotter:y to dual
language classrooms that offer instruction in Spanish, Japanese or Mandarin, 啦ngsideEnglish.
Jem诅erSteele at American University conducted a four-year, random讫edtrial 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
100
fourth-graders in Massachusetts who had s血larreading scores
on a standard test, but ve可differentlanguage 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 de血tion,they had a much weaker English vocabulary than the native speakers. Yet
they were just as good at interpreting a text. " This is ve可surprising,
" Luk says. "
You would
expect the reading comprehension performance
to mirror the vocabulary一酝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 , 国tinginto 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 o氐伐cle,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 on
how to expand their dual-language progn皿s,and Sorace runs " Bilingualism Matters, " an
international network of researchers who promote bilingual education projec岱.This type of
advocacy among scientis岱isunusual; even more so because the "bilingual advantage hypothesis" is
being challenged once again.
P)A review of studies published last year found that cognitive advan组gesfailed to appear in 83 percent
of published studies, though in a separate analysis, the sum of effec岱wasstill 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 adul岱atthe peak of their cognitive
powers. And, they countered that no neg啦veeffec区ofbilingual education have been found. So,
even if the advan组gesare small, they are still worth it. Not to mention one obvious,
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.
2020.
9 /
5 (第1套）
tradi廿onalmonolingual 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.
twenty years ago, bilingual practice was strongly discouraged, especially in California.
ally and economically balanced bilingual classrooms are found to be helpful for kids to get
used to social and cultural diversity.
chers now claim that earlier research on bilingual education was seriously flawed.
ing to a researcher, dual-language experiences exert a lifelong influence on one's brain.
tes of bilingual education argued that it produces positive effects though they may be liinited.
ual speakers often do better than monolinguals in completing certain tasks because they can
concentrate better on what they are doing.
their native language is used, parents can become more involved in their children's education.
Section C
Directions: There are 2 passages in this section. Each passage is followed by so加questionsor
U对inishedstatements. For each of them酝eare four choices
血
rkedA), B), C) and
D) . You shoul,d, decide on the best choice a叫m,arkthe corresponding屈阮onA
邱
wer
Sheet 2 with a sing比linethrough the centre.
Passage One
Questions 46 to 50 are b
邸
edon the following p
邸
S
码e.
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 s血mostobese
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
江
oundresponsibility and choice. And the water is
muddied by lobbying from the industries that profit from consumption of obesity-inducing products.
Historical precedent sugges岱thatscience 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 resul讫wereamong 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 paren岱rewardbehaviours 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 i岱elf.
The relationship between poor health and inequality is too pronounced for governmen岱tobe
passive about large-scale inteIVention. 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 governmen岱that
expand access to good choices. The HENRY programme was delivered in part through children's
centres. Closing such centres and cutting council budge岱doesn'tmagically increase reserves of
individual self-reliance. The function of a welldesigned晔teintervention is not to deprive people of
liberty but to build social c叩acityand infrastructure that helps people take responsibility for their
心
�0
20.
9
/
6
(第
1套
）
wellbeing. The obesity crisis
will
not have a solution devised by leit or right ideology--but experience
indicates that the private sector needs the incentive of regulation before it starts taking public health
emergencies seriously.
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 m吐esit hard to get healthy foods.
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.
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.
does the author stress the relationship between poor health and ine
q
uality
?
A)To demonstrate the dilemma of people living in deprived areas.
B)To bring to light the root cause of widespread obesity in Bri呻．
C)To highlight the area deserving the most attention from the public.
D)To justify government inteivention in solving the obesity problem.
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.
P
邸
sageTwo
Questions 51 to 55 are based on the follow血pas�e.
Home to virgin reefs, rare sharks and vast numbers of exotic fish, the Coral Sea is a皿quehaven
of biodiversity off the northeastern coast of Australia. If a proposal by the Australian government goes
ahead, the region w出alsobecome the world's largest marine protected area, with restrictions or bans
on fishing, mining and m呻efarming.
The Coral Sea reseive 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 reseives around Australia's coast.
But the scheme is attracting criticism from scientists and conseivation groups, who argue that the
government hasn't gone far enough in protecting the Coral Sea, or in other marine reseives in the
coastal network.
Hugh Possingham, director of the Centre of Excellence for Environmental Decisions at the
University of Queensland, poin岱outthat little more than
half
of the Coral Sea reseive is proposed as
"no take" area, in which all fishing would be banned. The world's largest existing marine reseive,
es灿lishedlast year by the British government in the Indian Ocean, spans 654 000 km
2
and is a no-take
zone throughout. An alliance of campaigning conversation groups argues that more of the Coral Sea
should receive this level of protection.
"I would like to have seen more protection for coral reefs, " says Terry Hughes, director of the
Centre of Excellence for Coral Reef Studies at James Cook University in Queensland. "More than 20 of
them would be ou区idethe no-take area and vulnerable to catch-and-release fishing".
As Nature went to press, the Australian government had not responded to specific criticisms of the
2020.
9/ 7 _(第1套）
plan. But Robin Beaman, a matine geologist at
J
ames Cook University, says that the reserve does
"broadly pro比ctthe range of habitats" in the sea. " I can testify to the huge effort that government
agencies and other organisations have put into trying to understand the ecological values of this vast
area," he says.
Reserves proposed earlier this year for Australi昨southwesternand northwestern coastal regions
have also been criticised for failing to give habitats adequate protection. In August, 173 marine scientists
signed an open letter
to
the government saying they were "greatly concerned,, that the proposals for the
southwestern region had not been based on the " core science principles" of reserves-the protected
regions were not, for instance, representative of all the habitats in the region, they said.
Critics say that the southwes比rnreserve offers the greatest protection to the offshore·areas where
commercial opportunities are fewest and where there is little threat to the environment, a con忱ntion
also levelled at the Coral Sea plan.
do we learn from the passage about the Coral Sea?
A)It is exceptionally rich in marine life.
B)It is the biggest marine pro比啦darea.
C)It remains largely undisturbed by humans.
D)It is a unique haven of endangered species.
does the Australian government plan to do according to Tony Burke?
A)Make a new proposal to pro比ctthe Coral Sea.
B)Revise its conserv啦onplan owing to criticisms.
C)Upgrade the established reserves to pro比ctmarine life.
D)Comple比theseries of·marme reserves around its coast.
is scientists'argument about the Coral Sea proposal?
A)The government has not done enough for marine protection.
B)It will not improve the marine reseives along Australia's coast.
C)The government has not consulted them in dra咖gup the proposal.
D)It is not based on sufficient investigations into the ecological system.
does ma
r
ine geologist Robin Beaman say about the Coral Sea plan?
A)It can compare with the British government's effort in the Indian Ocean.
B)It will result in the establishment of the world's largest marine reseive.
C)It w诅ensurethe sustainability of the fishing industry around the coast.
D)It is a tremendous joint effort to protect the range of marine habitats.
do critics think of the Coral Sea plan?
A)It w山domore hann than good to the environment.
B)It will adversely affect Australia's fishing industry.
C)It will pro忱ctregions that actually require little protection.
D)It will win little support from environmental organisations.
Part IV
Directions: 氏rthis part, you are吵wed30 m切utesto translate a passage from Chinese i
九
to
晌 should write your a
叩窃
onA
邱
werSheet 2.
《酉避记》(
J
o
urn
ey
to
the
W
est)
也许是中国文学四大经典小说中最具影响力的
一
部，当然也是在国
外最广为人知的一部小说。这部小说描绘了著名僧侣玄装在三个随从的陪同下穿越中国西部地区前往印
度取经(
Buddhistscrip
tu
r
e)
的艰难历程。虽然故事的主题基于佛教，但这部小说采用了大抵中国民间故
事和神话的素材，创造了各种栩栩如生的人物和动物形象。其中最著名的是孙悟空，他与各种各样妖陇作
斗争的故事几乎为每个中国孩子所熟知。
Translation
(30 minutes)
20
20
. 9
/
a
c
第
1套
）
202
0年
9月
六级
真题
答案
与详
解
（第1套）
Part I
Writing
、
审题思路
这是六级考试中常见的议论文之谚语警句型作文形式。
该名言警句
值得做的事就值得做好
是一个
比较好理解的话题，因此写起来并不难。
考生可以利用常见的议论文三段式行文结构写作：第一段引人谚
”
“
语并解释其含义；然后将重点放
在第二段具体阐述
值得做的事就值得做好
的理由上；第三段总结全文或
重申观点。
“
”
O词汇素材
与
值得做的辜
相关
“
”
I
I
与
值得做好
相关
“
”
fulfilling
[
f
ul
1
f1
厮]
a.
令人
满意
的
balance
['breldns
]
n.
平衡
rewardi
ng
[ n'w:,:
d1IJ]
a.
值得做
的，有益
的
worthw
hile
[ ,w3:0
1
wa
i
l
]
a.
值得做的
beneficial
[ 1
ben
心
Jal]
a
.
有
利
的
code of ethics
道德准
则
in
retu
rn
作为
回报
一
写
作提纲
第一段：引入谚语并解释其含义
commitment
[
k
a'
m
r
tman
t]
n
.
奉献，投入
persisten
t
[
p
a
1
s1st�nt]
a.
坚持不懈
的
whol
仑
hearted
[ ,haul
1
ho:t1d]
a
.
一心一意的
take
sth.
serio
usl
y
认真
对待
某事
go
all
out
全力
以赴
to the
best of one's a
bil
i
t
y
竭尽某人
的全力
spare
no
effort
to do s
th
.
不遗余
力地做
某事
值得做的事就值得做好
这句话的意思是如果你认为某件事值得
做，你就应该全力以赴地把它做好
“
”
l
在物质上、精神上会得到
一
些回报或者可以帮助你在某种程度上
第二段：具体阐述为什么值得做
的事就值得做好
提高
自己
2.
一
旦决定做某事，就应该把它做好，否
则
成功的机会渺茫；如果做
事三心二意，即使你成功了，也不会有太大的成就感
3.
做好事情是
一
种态度，有助于你的生活发展；即使失败了，也会对
未来有所助益
总结全文，重申观点
第三段：得出结论
，
范
文
与译
文
高分范
文
参考
译文
值得做的事就值得做好
有一句名言说产值得做的本就值
”
得做好
，意思是如果你认为某件事值
得做，你就应该全力以赴地把它做好。
“
“
首先，在
什么值得
做
这个问题
上
，
人
们必然会有不同的看法，因为他们
的人生观和价值观不同。
在做事情的时
候
，
一些人只关注最终的结果，而另一些
人追求过程中的收获。
对于我来说，如
What
Is
Worth Doing
Is Worth
Doing
Well
There
is
a
famous
saying,
" What
is
worth
doing
is
worth
doing
well",
which
means
if you
think
something
is
worth
doing
,
you
should go
all
out
to
do it well.
First
of
all,
on
the
question
" what
is
worth
doing" ,
people
are
bound
to
have
different
views,
because
they
differ
in
their
outlooks
on
life
and
values.
When
doing
something,
some people
only
focus
on
the
end
result
while
others pursue the harvest
in
tl1e
process.
As
for
me,
if you
2020.
9 /
9
(第
1套
）
believe
that doing somethi
ng will
help you improve
yomself
to some extent, that's what's worth doing. Secondly, once
you decide to do something, you should do it well. If you do
things half-heartedly, not only will your chances of success
be slim,
but you won't
have
much
sense
of
accomplishment
even
if
you
do
succeed.
Thirdly,
doing血ngs
well
is
an
attitude which contributes to your life development. Because
once you make up your mind to get things done well, you
will try your best to learn new knowledge, which will benefit
you in the future even if you fail in the end.
Therefore, once you set out to do something,
you
should take it seriously, let alone do something worth
doing.
户
、·万
能
旬
型
果你相信这样做会在某种程度上提高自
己，那就是值得做的事。其次，一旦你决
定做某事，你就应该把它做好。如果你
做事三心二意，不仅成功的机会渺茫，而
且即使你成功了，你也不会有太大的成
就感。笫三，做好事情是一种态度，有助
于你的生活发展
。
因为一旦你下定决心
要把事情做好，你就会尽你最大的努力
去学习新知识
，即使你最终失败了，这些
知识对你将来也会有好处
。
因此，一旦你
开始着手做
某件事，你
就应该认真对待，更不要说去做值得做
的事了。
's well known to us that the proverb
"…"
has a profound significance and value.
众
所周知
，＂…
…
＂
2.A famous sa
yi
ng
goes that "…". Simple as the saying is, its meaning is profound and thought
provo
ki
ng.
有句名言说
”
…
…
”。这句话虽然
简单，但它的意
义却深刻而发人
深省。
3.
The well-known
proverb
"
…
"
has long been
accepted by all
of us.
"
…
…”这个众所
周知
的谚语早已
被大众
所
接受。
这句谚语有着深远的意义和价值。
0引入谚语
情境下
都是正
确的。
第一…
…
，第
二
……
，
第三
……
。
2
.
A case
in po
int is
…
一个典
型例子
是….
.
3
.
Let's呻
e...
a
s an
example
.
让我们以
…
…
为例。
旧�;高分模板
proverb is especially true under several situations. First
…,
Second
…,
Third ...
这则
谚
语在某些
0表达观点
＿
There is a famous saying
(引
入谚语）
，which
有句名言说
me
an
s
(解
释
谚
语
）
·
。
First of all ,
(
理
由
1
)
. Secondly,
(理
由
2)
.
。其次
首先，
Thirdly,
(理
由
3
).
二，。
Therefo
re
,
(得出结
论或表达
自己的观
点）
．
因此，
，
意思是
。
第
Part Il Listening Comp:rehension
厄示
玉a
如�
M:
You are a professor of Physics a
t the University of Oxford;
you're a senior adviser at the Eur
opean
Organization for Nuclear Research; you also seem to tour the globe tirele
ss
ly,
giving臼 in
addition,
you have your own weekly TV show on science. Where do you get the energy?
:
Oh,
well,
(1)
I·ust love what I do.
I'm extremel
fortunate to have this life
doin
what I love do·
.
W
M:
Professor, what exactly is your goal? Why do you do all of this?
W:
Well,
邸
you
said,
I do have different things going on.
(2)
But these
I think
can be divided into
two ou s: the education of science and the further of science.
2_020.
�/ 10 (第1套）
寸
24.
25.
Why
What have generations of American
d
id the new American government mint onl
p
o
l
iticians
argued
y
coins for common currenc
for
?
y?
Ja�
听前猜测
讲座内容与美钞有关；再结合各选项
预览四道题各选项，由
p
a
p
e
r
mone
y
、
d
o
llarvalue
、
、
Americancurrency
、
步
推
测，讲座内容涉及美钞的实际价值
中的
、
real
重要性
value
U.S. ·dollar
等
词可初步
推
测，
、
民众对于美钞的信心
im
p
ortance
、
faith
等
、S也
方面。
bilization
、
go
ld
stan
dard
可进
一
笆试题详解
22.
关千美钞，讲话者说了
什么？
A)很少有人能辨认出它的质地。
B)很少有人能准确地描述它。
C)它的
D)它的重要性往往被高估。
真正价值尚待解读。
§斗详解B)。讲座一开头就说，儿乎所有美国人
一
眼就能认出美元，很多人通过它的声音和质地就能
辨认出来，但几乎没有人能够准确地描述这种世界上最强大
、
最重要的货币。也就是说，很少有人能准
23.
确地描述它。因此答案为B)。
关千美钞的确切组成成分，讲话者说了什么？
A)它从未有任何变化。
B)它和颜色有很大关系。
C)它是受到严密保护的政府机密。
D)它是许多造假者研究的课题。
心详解C)。讲座中提到，美钞的一面是黑色墨水，另一面是绿色墨水，纸张和墨水的确切成分是政
24.
府严格保守的秘密。因此答案为C)。
为什么新美国政府只铸造硬币作为通用货币？
A)人们对纸币没有信心。
B)它们可以流通更长时间。
C)政府预测它们会增值。
D)它们更难伪造。
f详解A)。讲座中提到，宪法刚刚签署时，殖民时期的纸币不断贬值导致人们不重视纸币，正因为
25.
民众的这种不信任，当时的新美国政府只铸造硬币作为通用货币。因此答案为A)。
历代美国政治家都在为什么而争论？
A)美元价值的稳定性。
B)政府证券的发行。
C)美国货币的金本位制。
D)美元的稳步升值。
萨详解C)。讲座临近结束时提到，关于美钞真实价值的争议一直在继续。在美国历史上，
位币的货币制度。因此答案为C)。
家都支持美国货币的金本位制。录音中的
go
ld
s
tan
dard
意为
“
金本位
”
儿代政治
，即金本位制，就是以黄金为本
：＠词汇注释
texture
tip
[ti
p
]
['tekstf
习
n.
质地，手感
l
mint [
ifespan [
mi
1la1fs
p
无
n]n.
使用寿命
lightweight ['la1t-we1t] n.
V. 使倾斜
一
比
通
常重量轻的人或物
pl
e
d
ge
[ p
nt]
l
ed
3
v.
]
n.
铸造
保证
Part
m
Reading Comprehension
心总体分析
一段分析这种行为的利弊。
差异及心理原因；第二
本文主要介绍了有关寻找借口的心理研究发现。文章第一段简述了男女在寻找失败借口方面存在的
、
三段介绍一种自我妨碍行为，解释其背后的心理原因，并介绍了相关的案例；最后
20?q.
9/ 19 (第1套）
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