2019年12月六级真题卷(三套全) .doc

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1、2019年12月六级第一套Part IWriting(30 minutes)Directions: For this part you are allowed 30 mi miles to write an essay on the importance of having a sensefamily responsibility. You should write al least 15() words bill no more than 200 words.Part IIListening Comprehension(30 minutes)Section ADirections: In t

2、his section, you will hear I wo lon conversations. Al l he end of each conversation, you will hearfour questions. Bolli llie conversalion and the quesiions will be spoken only once. After you hear a question, youmust choose llie best answer from l he four choices marked A), B), C).cm(l D). Then mark

3、 the corresponding letterB) Fashion designerD) Features editorB) Consulting fashion experts.D) Inter*ieving job-seekers.B) It is fascinating.D) It is fashionable.B) Her experience.D) Her confidence.on Answer Sheet I with a single line through the centre.Questions 1 to 4 are based on the conversation

4、 you have just heard.1. A) Magazine reporter.C) Website designer.2. A) Designing sports clothing.C) Answering daily emails.3. A) It is challenging.C) It is tiresome.A) Her persistence.C) Her competence.Questions 5 to 8 are based on the conversations you have just heard.5. A) It is enjoyable.B) It is

5、 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 actress.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, edi

6、ted and produced by Frankie himself.7. A) Go to the theater and enjoy it.C) Watch it with the man.8. A) It has drawn criticisms from scientists.C) It is a ridiculous piece of satire.Section BB) Recommend it to her friends.D) Download and watch it.B) It has been showing for over a decade.D) It is aga

7、inst common sense.Directions: In this section, you will hear two passages. Al l he end of each passage, you will hear three or fourquesiions. Both lhe passage and llie questions w ill be spoken only once. After you hear a quesiion, you mustchoose lhe best answer from the four choices marked A), B),

8、C) and D). Then mark llie corresponding teller onAnswer Sheet / 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 hurt when moving too fast.B) They believe in team spirit.C) They need to keep moving to avoid getting hurt

9、.D) They have to leam how to avoid body contact.10. A) They do not have many years to live after retirement.B) They tend to live longer 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 worryin

10、g.B) It slows down our aging process.C) It enables us to accomplish 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

11、 trouble concentrating alter a brain injury.D) It tends to be afiected 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 a

12、nd 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 their thinking.15. A) Subjects with clear goals in mind outperformed those without clear goals.B) The difference in performance between the two gro

13、ups was insignificant.C) Non-daydreamers were more confused on their tasks than davdreamers.D) Davdreamers did better than non-daydreamers in task perfbimance.Questions 19 to 21 are based on the recording you have just heard.19. A) Similaiities between human babies and baby animals.B) Cognitive feat

14、ures of different newly bom 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 tlian sad ones.C) They fall asleep easily while listening to music.D) They are akeadv sensitive to beats and rh1h

15、ms.21. A) Infants: facial expressions.B) Babies' emotions.C) Babies' interaction with adults.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 m

16、ay 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

17、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 makin

18、g a timely decision.C) It may give rise to a lot of unnecessary expenses.D) It may deprive a team of business opportunities.Part IIIReading Comprehension(40 minutes)Section ADirections： In this section, lhere is a passage with ten blanks. You are required lo sei eel one word for eachblank from a lis

19、t of choices given in a word bunk following llie passage. Read I he passage through carefullybefore making your choices. Each choice in the hank is idenlified by a teller. Please mark lhe correspondingletter for each item on Answer Sheet 2 with a single line through llie centre. You may not use any

20、of lhe wordsin lhe bunk more than once.When considering risk factors associated with serious chronic diseases, we often think about healthindicators such as cholesterol, blood pressure, and body weight. But poor diet and physical inactivity also eachincrease the risk of heail disease and have a role

21、 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 researchhas also shown that 27 in a high-fat and high-sugar diet may have negative effects on your brain, causinglearning and memory 28.Studie

22、s have found obesity is associated with impairments in cognitive functioning, as 29 bv a range oflearning and memory tests, such as the ability to remember a list of words presented some minutes or hoursearlier. There is also a growing body of evidence that diet-induced cognitive impairments can eme

23、rge 30-within weeks or even days. For example, one study found healthy adults 31 to a high-fat diet for five daysshowed impaired attention, memory: and mood compared with a low-fat diet control group. Another study alsofound eating a high-fat and high-sugar breakfast each day for as little as four d

24、ays resulted in problems withlearning 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 andsugar diets. So this shows negative 33 of poor dietary intake can occur even when body weig

25、ht has notchanged 34 Thus, body weight is not always the best indicator of health and a thin person still needs toeat well and exercise 35A) assessedF) designatedK) loopholesB) assignedG) detrimentalL) rapidlyC) consequencesH) digestionM) redundantD) conspicuouslyI) excellingN) regularlyE) deficitsJ

26、) indulgingO) similarSection BDirections： In this seclion, you are to read a passage with ten statements utlached lo il. Each stutemenlcontains infonnalion given in one of lhe paragraphs. Identify the paragraph from which the informal ion isderived. You may choose a paragraph more than once. Each pa

27、ragraph is marked with a letter. Answer lhequesiion by marking llie corresponding letter on Answer Sheet 2.Increased Screen Time and Wellbeing Decline in YouthA Have young people never had it so good? Or do they face more challenges than any previous generation?Our current era in the Wst is one of h

28、igh wealth. This means minors enjoy material benefits and legalprotections that would have been the envy of those living in the past. But there is an increasing suspicion thatall is not well for our youth. And one of the most popular explanations, among some experts and the popularmedia, is that exc

29、essive “screen time" is to blame (This refers to all the attention young people devote to theirphones, tablets and laptops). However: this is a connection theory and such claims have been treatedskeptically by some scholars based on their reading of the relevant data.B Now a study in the journa

30、l Emotion has provided another contribution to the debate, uncovering strongevidence that adolescent wellbeing in the United States really is experiencing a decline and arguing that themost likely cause is the electronic riches we have given them. The background to this is that from the 1960sinto th

31、e early 2000s. measures of average wellbeing went up in the US. This was especially true for youngerpeople. It reflected the fact that these decades saw a climb in general standards of living and avoidance of masssocietal traumas like full-scale war or economic deprivation. However, the “screen time

32、” hypothesis, advancedby researchers such as Jean IXvenge, is that electronic devices and excessive time spent online may havereversed these trends in recent years, causing problems for young people :s psychological health.C To investigate. IXvenge and her colleagues dived into the “Monitoring The F

33、uture" dataset based on annualsur*eys of American school students from grades 8. 10. and 12 that started in 1991. In total. 1.1 million youngpeople answered various questions related to their wellbeing. Twenge :s team's analysis of the answersconfirmed the earlier, well-established wellbein

34、g climb, with scores rising across the 1990s; and into the later2000s. This was found across measures like self esteem: life satisfaction, happiness and satisfaction withindividual domains like job. neighborhood, or friends. But around 2012 these measures started to decline. Thiscontinued through 20

35、16. the most recent year for which data is available.D IXvenge and her colleagues wanted to understand why this change in average wellbeing has occuiTed.However, its very hard to demonstrate causes in non-experimental data such as this. In fact, when Twengepreviously used this data to suggest a scre

36、en time efleet some commentators were quick to raise this problem.They argued that her causal-sounding claims rested on coiTelational data, and that she had not adequatelyaccounted for other potential causal factors. This time around. Twenge and her team make a point of sayingthat that they are not

37、trying to establish causes as such, but that they are assessing the plausibility of potentialcauses.E First, they explain that if a given variable is playing a causal role in affecting wellbeing, then we shouldexpect any change in that variable to correlate with the observed changes in wellbeing. If

38、 not. it isn :t plausiblethat the variable is a causal factor. So the researchers looked at time spent in a number of activities that couldplausibly be driving the wellbeing decline. Less sport, and fewer meetings with peers correlated with lowerwellbeing, as did less time reading pimt media (newspa

39、pers) and. surprisingly, less time doing homework(This last finding would appear to contradict another popular hypothesis that it is our burdening of studentswith assignments that is causing all the problems). In addition, more TV watching and more electroniccommunication both correlated with lower

40、wellbeing. All these effects held true for measures of happiness, lifesatisfaction and self-esteem, with the efleets stronger in the Sth and lOth-graders.F Next. Twenge :s team dug a little deeper into the data on screen time. They found that adolescents whospent a very small amount of time on digit

41、al devices a couple of hours had the highest wellbeing. Theirwellbeing was even higher than those who never used such devices. However, higher doses of screen timewere clearly associated with lower happiness. Those spending 10-19 hours per week on their devices were 41percent more likely to be unhap

42、py than lower-frequency users. Those who used such devices 40 hours a weekor more (one in ten of teenagers) were twice as likely to be unhappy. The data was slightly complicated by thefact that there was a tendency for kids who were social in the real world to also use more onlinecommunication, but

43、by bracketing out different cases it became clear that the real-world sociality componentcorrelated with greater wellbeing, whereas greater time on screens or online only correlated with poorerwellbeing.G So far. so plausible. But the next question is. are the drops in average wellbeing happening at

44、 the sametime as trends toward increased electronic device usage? It looks like it after alt 2012 was the tipping pointwhen more than half of Americans began owning smartphones. IXvenge and her colleagues also found thatacross the key years of 2013-16. wellbeing was indeed lowest in years where adol

45、escents spent more timeonline, on social media, and reading news online, and when more youth in the US had smartphones. And in asecond analysis, they found that where technology went, dips in wellbeing followed. For instance, years with alarger increase in online usage were followed by years with lo

46、wer wellbeing, rather than the other way around.This does not prove causality: but is consistent with it. Meanwhile. TV use didn :t show this tracking. TV mightmake you less happy, but this is not what seems to be driving the recent declines in young people :s averagehappiness.H A similai- but rever

47、sed pattern was found for the activities associated with greater wellbeing. For example,years where people spent more time with friends were better years for wellbeing (and followed by better years).Sadly, the data also showed face-to-face socializing and sports activity had declined over the period

48、 covered bythe survey.I There is another explanation that Txvenge and her colleagues wanted to address: the impact of the greatrecession of 2007-2009. which hit a great number of American families and might be affecting adolescents.The dataset didn't include economic data, so instead the researchers looked at whether the 2013-16 wellbeingdecline was tracking economic indicators. They found some evidence that some crude measures, like incomeinequa