2019年12月六级真题（第1套）.docx

机密*启用前 大 学 英 语 六 级 考 试 COLLEGE ENGLISH TEST —Band Six— (2019年12月第1套) 试 题 册 敬 告 考 生 一、在答题前，请认真完成以下内容: 1. 请检查试题册背面条形码粘贴条、答题卡的印刷质量，如有问题及时向监考员反映，确认无误后完成以下两点要求。 2. 请将试题册背面条形码粘贴条揭下后粘贴在答题卡1的条形码粘贴框内，并将姓名和准考证号填写在试题册背面相应位置。 3. 请在答题卡1和答题卡2指定位置用黑色签字笔填写准考证号、姓名和学校名称，并用HB-2B铅笔将对应准考证号的信息点涂黑。 二、在考试过程中，请注意以下内容: 1. 所有题目必须在答题卡上规定位置作答，在试题册上或答题卡上非规定位置的作答一律无效。 2. 请在规定时间内在答题卡指定位置依次完成作文、听力、阅读、翻译各部分考试，作答作文期间不得翻阅该试题册。听力录音播放完毕后，请立即停止作答，监考员将立即收回答题卡1，得到监考员指令后方可继续作答。 3. 作文题内容印在试题册背面，作文题及其他主观题必须用黑色签字笔在答题卡指定区域内作答。 4. 选择题均为单选题，错选、不选或多选将不得分，作答时必须使用HB-2B铅笔在答题卡上相应位置填涂，修改时须用橡皮擦净。 三、以下情况按违规处理: 1. 未正确填写(涂)个人信息，错贴、不贴、毁损条形码粘贴条。 2. 未按规定翻阅试题册、提前阅读试题、提前或在收答题卡期间作答。 3. 未用所规定的笔作答、折叠成毁损答题卡导致无法评卷。 4. 考试期间在非听力考试时间佩戴耳机。 全国大学英语四、六级考试委员会 Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write an essay on the importance of having a sense of social responsibility. You should write at least 150 words but no more than 200 words. Part II Listening Comprehension (30 minutes) Section A Directions: In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the center. Questions 1 and 4 are based on the conversation you have just heard. 1. A) Magazine reporter B) Fashion designer C) Website designer D) Features editor 2. A) Designing sports clothing B) Consulting fashion experts C) Answering daily emails D) Interviewing job-seekers 3. A) It is challenging. B) It is fascinating. C) It is tiresome. D) It is fashionable. 4. A) Her persistence B) Her experience C) Her competence D) Her confidence Questions 5 to 8 are based on the conversation you have just heard. 5. A) It is enjoyable. B) It is educational. C) It is divorced from real life. D) It is adapted from a drama. 6. A) All the roles are played by famous actors and actresses. B) It is based on the real-life experiences of some celebrities. C) Its plots and events reveal a lot about Frankie’s actual life. D) It is written, directed, edited and produced by Frankie himself 7. A) Go to the theater and enjoy it. B) Recommend it to her friends. C) Watch it with the man. D) Download and watch it. 8. A) It has drawn criticisms from scientists. B) It has been showing for over a decade. C) It is a ridiculous piece of satire. D) It is against common sense. Section B Directions: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the center. Questions 9 to 11 are based on the passage you have just heard. 9. A) They are likely to get injured when moving too fast. B) They believe in team spirit for good performance. C) They need to keep moving to avoid getting hurt. D) They have to learn how to avoid body contact. 10. A) They do not have many years to live after retirement. B) They tend to live a longer life with early retirement. C) They do not start enjoying life until full retirement. D) They keep themselves busy even after retirement. 11. A) It prevents us from worrying. B) It slows down our aging process. C) It enables us to accomplish more in life. D) It provides us with more chances to learn. Questions 12 to 15 are based on the passage you have just heard. 12. A) It tends to dwell upon their joyous experiences. B) It wanders for almost half of their waking time. C) It has trouble concentrating after a brain injury. D) It tends to be affected by their negative feelings. 13. A) To find how happiness relates to daydreaming. B) To observe how one’s mind affects one’s behavior. C) To see why daydreaming impacts what one is doing. D) To study the relation between health and daydreaming. 14. A) It helps them make good decisions. B) It helps them tap their potentials. C) It contributes to their creativity. D) It contributes to clear thinking 15. A) Subjects with clear goals in mind outperformed those without clear goals. B) The difference in performance between the two groups was insignificant. C) Non-daydreamers were more focused on their tasks than daydreamers. D) Daydreamers did better than non-daydreamers in task performance. Section C Directions: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the center. Questions 16 to 18 are based on the recording you have just heard. 16. A) They are the oldest buildings in Europe. B) They are part of the Christian tradition. C) They are renovated to attract tourists. D) They are in worsening condition. 17. A) They have a history of 14 centuries. B) They are 40 metres tall on average. C) They are without foundations. D) They consist of several storeys. 18. A) Wood was harmonious with nature. B) Wooden buildings kept the cold out. C) Timber was abundant in Scandinavia. D) The Vikings liked wooden structures. Questions 19 to 21 are based on the recording you have just heard. 19. A) Similarities between human babies and baby animals. B) Cognitive features of different newly born mammals. C) Adults influence on children. D) Abilities of human babies. 20. A) They can distinguish a happy tune from a sad one. B) They love happy melodies more than sad ones. C) They fall asleep easily while listening to music. D) They are already sensitive to beats and rhythms. 21. A) Infants’ facial expressions. B) Babies’ emotions. C) Babies’ interaction with adult. D) Infants’ behaviors. Questions 22 to 25 are based on the recording you have just heard. 22. A) It may harm the culture of today’s workplace. B) It may hinder individual career advancement. C) It may result in unwillingness to take risks. D) It may put too much pressure on team members. 23. A) They can hardly give expression to their original views. B) They can become less motivated to do projects of their own. C) They may find it hard to get their contributions recognized. D) They may eventually lose their confidence and creativity 24. A) They can enlarge their professional circle. B) They can get chances to engage in research. C) They can make the best use of their expertise. D) They can complete the project more easily. 25. A) It may cause lots of arguments in a team. B) It may prevent making a timely decision. C) It may give rise to a lot of unnecessary expenses. D) It may deprive a team of business opportunities. Part III Reading Comprehension (40 minutes) Section A Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage. When considering risk factors associated with serious chronic diseases, we often think about health indicators such as cholesterol, blood pressure, and body weight. But poor diet and physical inactivity also each increase the risk of heart disease and have a role to play in the development of some cancers. Perhaps worse, the 26 effects of an unhealthy diet and insufficient exercise are not limited to your body. Recent research has also shown that 27 in a high-fat and high-sugar diet may have negative effects on your brain, causing learning and memory 28. Studies have found obesity is associated with impairments in cognitive functioning, as 29 by a range of learning and memory tests, such as the ability to remember a list of words presented some minutes or hours earlier. There is also a growing body of evidence that diet-induced cognitive impairments can emerge 30—within weeks or even days. For example, one study found healthy adults 31 to a high-fat diet for five days showed impaired attention, memory, and mood compared with a low-fat diet control group. Another study also found eating a high-fat and highsugar breakfast each day for as little as four days resulted in problems with learning and memory 32 to those observed in overweight and obese individuals. Body weight was not hugely different between the groups eating a healthy diet and those on high fat and sugar diets. So this shows negative 33 of poor dietary intake can occur even when body weight has not changed 34. Thus, body weight is not always the best indicator of health and a thin person still needs to eat well and exercise 35. I) excelling J) indulging K) loopholes L) rapidly M) redundant N) regularly O) similar A) assessed B) assigned C) consequences D) conspicuously E) deficits F) designated G) detrimental H) digestion I) exclusively J) innovated Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. Increased Screen Time and Wellbeing Decline in Youth A) Have young people never had it so good? Or do they face more challenges than any previous generation? Our current era in the West is one of high wealth. This means minors enjoy material benefits and legal protections that would have been the envy of those living in the past. But there is an increasing suspicion that all is not well for our youth. And one of the most popular explanations, among some experts and the popular media, is that excessive & quote; screen time & quote; is to blame. (This refers to all the attention young people devote to their phones, tablets and laptops.) However, this is a contentious theory and such claims have been treated skeptically by some scholars based on their reading of the relevant data. B) Now a new study has provided another contribution to the debate, uncovering strong evidence that adolescent wellbeing in the United States really is experiencing a decline and arguing that the most likely cause is the electronic riches we have given them. The background to this is that from the 1960s into the early 2000s, measures of average wellbeing went up in the US. This was especially true for younger people. It reflected the fact that these decades saw a climb in general standards of living and avoidance of mass societal traumas like full-scale war or economic deprivation. However, the & quote; screen time & quote; hypothesis, advanced by researchers such as Jean Twenge, is that electronic devices and excessive time spent online may have reversed these trends in recent years, causing problems for young people's psychological health. C) To investigate, Twenge and her colleagues dived into the & quote; Monitoring the Future & quot; dataset based on annual surveys of American school students from grades 8, 10, and 12 that started in 1991. In total, 1.1 million young people answered various questions related to their wellbeing. Twenge’s team’s analysis of the answers confirmed the earlier, well-established wellbeing climb, with scores rising across the 1990s, and into the later 2000s. This was found across measures like self-esteem, life satisfaction, happiness and satisfaction with individual domains like job, neighborhood, or friends. But around 2012 these measures started to decline. This continued through 2016, the most recent year for which data is available. D) Twenge and her colleagues wanted to understand why this change in average wellbeing occurred. However, it is very hard to demonstrate causes using non-experimental data such as this. In fact, when Twenge previously used this data to suggest a screen time effect, some commentators were quick to raise this problem. They argued that her causal-sounding claims rested on correlational data, and that she had not adequately accounted for other potential causal factors. This time around, Twenge and her team make a point of saying that they are not trying to establish causes as such, but that they are assessing the plausibility of potential causes. E) First, they explain that if a given variable is playing a role in affecting wellbeing, then we should expect any change in that variable to correlate with the observed changes in wellbeing. If not, it is not plausible that the variable is a causal factor. So the researchers looked at time spent in a number of activities that could plausibly be driving the wellbeing decline. Less sport, and fewer meetings with peers correlated with lower wellbeing, as did less time reading print media(newspapers) and, surprisingly, less time doing homework .(This last finding would appear to contradict another popular hypothesis that it is our burdening of students with assignments that is causing all the problems.) In addition, more TV watching and more electronic communication both correlated with lower wellbeing. All these effects held true for measures of happiness, life satisfaction and self-esteem, with the effects stronger in the 8th and 10th-graders. F) Next, Twenge’s team dug a little deeper into the data on screen time. They found that adolescents who spent a very small amount of time on digital devices—a couple of hours a week—had the highest wellbeing. Their wellbeing was even higher than those who never used such devices. However, higher doses of screen time were clearly associated with lower happiness. Those spending 10-19 hours per week on their devices were 41 percent more likely to be unhappy than lower-frequency users. Those who used such devices 40 hours a week or more (one in ten teenagers) were twice as likely to be unhappy. The data was slightly complicated by the fact that there was a tendency for kids who were social in the real world to also use more online communication, but by bracketing out different cases it became clear that the real-world soci