2019年12六级真题卷

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1、Part I Writing(30 minutes)Directions:For this part you are allowed 30 minutes to write an essay onthe importance ofhaving a sense family responsibility. You should write at least 150 words but no more than 200 words.Part II Listening Comprehension(30 minutes)Section ADirections: In this section, you

2、 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 l

3、etter 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) Magazine reporter.C) Website designer.2. A) Designing sports clothing.C) Answering daily emails.3. A) It is challenging.C) It is tiresome.4. A) Her persistence.C) He

4、r competence.8) Fashion designer.D) Features editor.8) Consulting fashion experts.D) Interviewing job-seekers.9) It is fascinating.D) It is fashionable.B) Her experience.D) Her confidence.Questions 5 to 8 are based on the conversations you have just heard.5. A) It is enjoyable.B) It is educational.C

5、) 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.s actual life.C) Its plots and events reveal a lot about FrankieD) It is written, directed, edited and produced by

6、 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.decade.C) It is a ridiculous piece of satire.8) Recommend it to her friends.D) Download and watch it.B) It has been showing for over aD) It is against common sense.Section BDi

7、rections:In this section, you will hear two passages. At theend of each passage, you willhear 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 c

8、orresponding letter on Answer Sheet I 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.D) They have to learn how

9、 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 worrying.B) It slows down our ag

10、ing process.C) It enables us to accomplish in life.D) It provides us with more chances tolearn.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 alt

11、er 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

12、them make good decisions.B) It helps them tap their potentials.C) It contributes to their creativity.D) It contributes to theirthinking.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-day

13、dreamers were more confused on their tasks than daydreamers.D) Daydreamers did better than non-daydreamers in task performance.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 mam

14、mals.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 expres

15、sions.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 may result in unwillingness to take risks.D) It m

16、ay 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

17、 can enlarge their professional circle.B) They can get chances to engage inresearch.C) They can make the best use of their expertise.D) They can complete the projectmore 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

18、unnecessary expenses.D) It may deprive a team of business opportunities.Part IIIReading Comprehension(40minutes)Section ADirections:In this section, there is a passage with ten blanks. You are required to selectone word for each blank from a list of choices given in a word bank following the passage

19、. 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.Whenconsidering

20、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 inthe development of some cancers. Perhaps wo

21、rse, the 26 effects of an unhealthy diet and insufficient exercise are not limited to your body. Recentresearch has also shown that 27in 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 i

22、n cognitive functioning, as 29 by a range of learning and memorytests, 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

23、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 high-sugar breakfast each day for as little as four days resulted in problems with learning and memory 3

24、2 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

25、always the best indicator of health and a thin person still needs to eat well and exercise 35 . A) assessedB) assignedC) consequencesD) conspicuouslyE) deficitsF) designatedG) detrimentalH) digestionI) excellingJ) indulgingK) loopholesL) rapidlyM) redundantN) regularlyO) similarSection BDirections:I

26、n this section, you are going to read a passage with ten statements attached toit. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You maychoose a paragraph more than once. Each paragraph is marked with a letter. Answe

27、r the question by marking the 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 West is one of high wealth. This means minors enjoy

28、material benefits and legal protections that would have been the envy of those livingin the past. Butthere 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“ screen time ” isto blame (T

29、his refers to all the attention young people devote to their phones, tablets and laptops). However, this is a connection theory and such claims have been treated skeptically by some scholars based on their reading of the relevant data.B Now a study in the journal Emotion has provided another contrib

30、ution 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

31、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“ screen time ”hypothesis, advanced by researc

32、hers such as Jean Twenge, is that electronic devices and excessive time spent online may have reversed these trends in recent years, causingproblemsfor young people s psychological health.C To investigate, Twenge and her colleagues dived into the “ Monitoring The Future ” dataset based on annual sur

33、veys of American school students from grades 8, 10, and 12 that startedin 1991. In total, 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,

34、and into the later 2000s. This was found acrossmeasures like self-esteem, life satisfaction, happiness and satisfaction with individualdomains 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 av

35、ailable.D Twenge and her colleagues wanted to understand why this change in average wellbeing has occurred. However, it s very hard to demonstrate causes in non-experimental data such as this.In fact, when Twenge previously used this data to suggest a screen time effect, some commentators were quick

36、 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 that they are not trying to establish causes as such, but

37、that they are assessing the plausibility of potential causes.E First, they explain that if a given variable is playing a causal role in affecting wellbeing, then we should expect any change in that variable to correlate with the observed changes in wellbeing. If not, it isn t plausible that the vari

38、able 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

39、doing homework (This last finding would appear to contradict another popular hypothesis that it is our burdeningof 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

40、 true for measures of happiness, life satisfaction and self-esteem,with the effects strongerin 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 had t

41、he 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. T

42、hose who used such devices 40 hours a week or more (one in ten of 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 c

43、ases it became clear that the real-world sociality component correlated with greater wellbeing, whereas greater time on screens or online only correlated with poorer wellbeing.G So far, so plausible. But the next question is, are the drops in average wellbeing happening at the same time as trends to

44、ward increased electronic device usage? It looks like it afterall, 2012 was the tipping point when more than half of Americans began owning smartphones.Twenge and her colleagues also found that across the key years of 2013-16, wellbeing was indeed lowest in years where adolescents spent more time on

45、line, on social media, and reading news online, and when more youth in the US had smartphones. And in a second analysis, they found that where technology went, dips in wellbeing followed. For instance, years with a larger increase in online usage were followed by years with lower wellbeing, rather t

46、han the otherway around. This does not prove causality, but is consistent with it. Meanwhile, TV use didn t show this tracking. TV might make you less happy, but this is not what seems to be driving the recent declines in young people s average happiness.H A similar but reversed pattern was found fo

47、r 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 covered by the survey

48、.I There is another explanation that Twenge and her colleagues wanted to address: the impact of the great recession of 2007-2009, which hit a great number of American families and mightbe affecting adolescents. The dataset didn t include economic data, so instead the researchers looked at whether th

49、e 2013-16 wellbeing decline was tracking economic indicators. They found some evidence that some crude measures, like income inequality, correlated with changes in wellbeing, but economic measures with a more direct impact, like family income and unemployment rates (which put families into difficult

50、ies), had no relationship with wellbeing. The researchers also note that the recession hit some years before we see the beginning of the wellbeing drop, and before the steepest wellbeing decline, which occurred in 2013.J The researchers conclude that electronic communication was the only adolescent

51、activitythat increased at the same time psychological wellbeing declined. I suspect that some expertsin the field will be keen to address alternative explanations, such as unassessed variablesplaying a role in the wellbeing decline. But the new work does go further than before andsuggests that scree

52、n time should still be considered a potential barrier to young people sflourishing.36. The year when most Americans began using smartphones was identified as a turning point in young Americans level of happiness.37. Scores in various wellbeing measures began to go downward among young Americans in r

53、ecent years.38. Unfortunately, activities involving direct contact with people, which contributed to better wellbeing, were found to be on the decline.39. In response to past critics, Twenge and her co-researchers stress they are not trying to prove that the use of digital devices reduces young peop

54、le s wellbeing.40. In the last few decades of the 20th century, living standards went up and economic depressions were largely averted in the US.41. Contrary to popular belief, doing homework might add to students wellbeing.42. The author believes the researchers new study has gone a step further re

55、garding the impact of screen time on wellbeing.43. The researchers found that extended screen time makes young people less happy.44. Data reveals that economic inequality rather than family income might affect people swellbeing.45. Too much screen time is widely believed to be the cause of unhappine

56、ss among today s youngpeople.Section CDirections: 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 Answ

57、er Sheet 2 with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.“ The dangerous thing about lying is people don t understand how the act changes us, ”said Dan Ariely, behavioral psychologist at Duke University. Psychologists have documentedchildren l

58、ying as early as the age of two. Some experts even consider lying a developmental milestone, like crawling and walking, because it requires sophisticated planning, attention and the ability to see a situation from someone else s perspective to manipulate them. But,for most people, lying gets limited

59、 as we develop a sense of morality and the ability to self-regulate.Harvard cognitive neuroscientist Joshua Greene said, for most of us, lying takes work.In studies, he gave study subjects a chance to deceive for monetary gain while examining their brains in a functional MRI machine, which maps bloo

60、d flow to active parts of the brain. Some people told the truth instantly and instinctively. But others opted to lie, and they showed increased activity in theirfrontal parietal control network,which is involved in difficultor complex thinking. This suggests thatthey were deciding between truth and

61、dishonesty andultimately opting for the latter. For a follow-up analysis, he found that people whose neural reward centers were more active when they won money were also more likely to be among the group of liars suggesting that lying may have to do with the inability to resist temptation.External c

62、onditions also matter in terms of when and how often we lie. Weare more likely to lie, research shows when we are able to rationalize it, when we are stressed and fatiguedor see others being dishonest. And we are less likely to lie when we have moral reminders orwhen we think others are watching. “

63、We as a society need to understand that, when we don t punish lying, we increase the probability it will happen again,” Ariely said.In a 2016 study published in the journal Nature Neuroscience, Ariely and colleagues showed how dishonesty alters people s brains, making it easier to tell lies in the f

64、uture. Whenpeople uttered a falsehood, the scientists noticed a burst of activity in their amygdala. The amygdala is a crucial part of the brain that produces fear, anxiety and emotional responses including that sinking, guilty feeling you get when you lie. But when scientists had their subjects play a game in which they won money by deceiving their partner, they noticed the negative signalsfrom the amygdala began to decrease. Not only that, but when people faced no consequences for dishonesty, their falsehoods tended to get even more sensational. This means that if you give peop