1、大学英语六级考试 2021 年 12 月真题（第二套）Part IWriting(30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay related to the short passage given below. In your essay, you are to comment on the phenomenon described in the passage and suggest measures to address the issue. You should wri
2、te at least 150 words but no more than 200 words.Nowadays star chasing is prevalent among many teenagers. They take pop stars as their idols, imitating their way of talking, following their style of dressing, and seeking every chance to meet them in person at great expenses.Part IIListening Comprehe
3、nsion(30 minutes)Section 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 spoken only once. After you hear a question, you must choose the best answer from the four choic
4、es 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) It has been very favorably received.C) It offends many environmentalists.B) It has given rise to much contr
5、oversy.D) It was primarily written for vegetarians.2. A) She neglects peoples efforts in animal protection.B) She ignores the various benefits of public transport.C) She tries to force people to accept her radical ideas.D) She insists vegetarians are harming the environment.3. A) They are modest.C)
6、They are revolutionary.B) They are rational.D) They are signifi cant.4. A) It would force poor people to change their diet.C) It would generate money for public health.B) It would need support from the general public.D) It would help to protect the environment.Questions 5 to 8 are based on the conve
7、rsation you have just heard.5. A) What makes people successful.C) Why many people fi ght so hard for success.B) How she achieved her lifes goal.D) Where successful peoples strengths come from.6. A) Having a realistic attitude towards life.C) Having someone who is ready to help them.B) Having a fi rm
8、 belief in their own ability.D) Having someone who has confi dence in them.7. A) They remain calm.C) They try hard to appear optimistic.B) They stay positive.D) They adjust their goals accordingly.8. A) Highly cooperative teammates.C) A nurturing environment.B) Mutual respect among colleagues.D) An
9、understanding leadership.Section BDirections: 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
10、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) Their food mainly consists of small animals and fi sh.B) They use their sense of hearing to capture their prey.C)
11、Their ancestor is diff erent from that of micro bats.D) They have big eyes and distinctive visual centers.10. A) By means of echo location.C) By means of vision and smell.B) With the help of moonlight.D) With the aid of daylight vision.11. A) To survive in the ever-changing weather.C) To adapt thems
12、elves to a particular lifestyle.B) To facilitate their travel over long distances.D) To make up for their natural absence of vision.Questions 12 to 15 are based on the passage you have just heard.12. A) They acquire knowledge not found in books.C) They learn how to interact with their peers.B) They
13、become more emotionally aggressive.D) They get much better prepared for school.13. A) They lack the cognitive and memory skills.C) They tend to be more attracted by images.B) They cant follow the confl icts in the show.D) They are far from emotionally prepared.14.A) Choose appropriate programs for t
14、heir children. C) Help their children understand the programs plot.B) Outline the programs plot for their children fi rst. D) Monitor their childrens watching of TV programs.15. A) Ask their children to describe its characters.C) Check if their children have enjoyed it.B) Encourage their children to
15、 retell the story.D) Explain its message to their children.Section CDirections: 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
16、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 have never developed the habit.C) They believe a little dirt harms no one.B) They are afraid of i
17、njuring their feet.D) They fi nd it rather troublesome to do so.17. A) A large number of bacteria collected on a single shoe.B) Offi ce carpets collected more bacteria than elsewhere.C) There were more bacteria on sidewalks than in the home.D) Diff erent types of bacteria existed on public-toilet fl
18、 oors.18. A) Shoes can leave scratches on the fl oor.B) The marks left by shoes are hard to erase.C) Shoes can upset family members with their noise.D) The chemicals on shoes can deteriorate air quality.Questions 19 to 21 are based on the recording you have just heard.19. A) It is an uncontrollable
19、behavior.C) It is sinful and immoral.B) It is a violation of faith and trust.D) It is deemed uncivilized.20. A) Find out their causes.C) Guard against their harm.B) Accept them as normal.D) Assess their consequences.21. A) Pay attention to their possible consequences.C) Make sure they are brought un
20、der control.B) Try to understand what messages they convey.D) Consider them from diff erent perspectives.Questions 22 to 25 are based on the recording you have just heard.22. A) Application of more nitrogen-rich fertilizers.C) Measures to cope with climate change.B) Development of more eff ective pe
21、sticides.D) Cultivation of new varieties of crops.23. A) The improvement of agricultural infrastructure.B) The expansion of farmland in developing countries.C) The cooperation of the worlds agricultural scientists.D) The research on crop rotation in developing countries.24. A) For cooperating closel
22、y with policymakers in developing countries.B) For turning their focus to the needs of farmers in poorer countries.C) For aligning their research with advances in farming technology.D) For encouraging farmers to embrace new farming techniques.25. A) Quick rise to become a leading grain producer.C) S
23、ubstantial funding in agricultural research. B) Assumption of humanitarian responsibilities.D) Rapid transition to become a food exporter.Part III Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each
24、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 identifi ed by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You
25、may not use any of the words in the bank more than once.According to psychologist Sharon Draper, our clothing choices can absolutely affect our wellbeing. When we wear ill-fitting clothes, or feel over- or under-dressed for an event, its natural to feel self-conscious or even stressed. Conversely, s
26、he says, opting for clothes that fi t well and 26 with your sense of style can improve your confi dence.But can you improve your health through your 27 clothing, without having to dash out and buy a whole new 28 ? “Absolutely,” says Draper. If your goal is to improve your thinking, she recommends pi
27、cking clothes that fi t well and are unlikely to encourage restlessness, so, avoid bows, ties and unnecessary 29 . It also helps to opt for clothes you 30 as tying in with your goals, so, if you want to perform better at work, select pieces you view as professional. Draper says this fi ts in with th
28、e concept of behavioral activation, whereby 31 in a behavior (in this case, selecting clothes) can set you on the path to then achieving your goals (working harder).Another way to improve your 32 of mind is to mix things up. Draper says we often feel stuck in a rut ( 常规 ) if we wear the same clothes
29、even if theyre our favoritesthus opting for an item you dont wear often, or adding something diff erent to an outfi t, such as a hat, can 33 shift your mood. On days when youre really 34 to brave the world, Draper suggests selecting sentimental items of clothing, such as ones you wore on a special d
30、ay, or given to you by a loved one, as clothes with 35 associations can help you tap into constructive emotions.A) accessoriesI) perceiveB) alignJ) positivelyC) concurrentlyK) profi leD) currentL) prosperingE) engagingM) reluctantF) fondN) showcaseG) frameO) wardrobeH) locationsSection BDirections:
31、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. An
32、swer the questions by marking the corresponding letter on Answer Sheet 2.Do music lessons really make children smarter?A) A recent analysis found that most research mischaracterizes the relationship between music and skillsenhancement.B) In 2004, a paper appeared in the journal Psychological Science
33、, titled “Music Lessons Enhance IQ.” Theauthor, composer and psychologist Glenn Schellenberg, had conducted an experiment with 144 childrenrandomly assigned to four groups: one learned the keyboard for a year, one took singing lessons, one joinedan acting class, and a control group had no extracurri
34、cular training. The IQ of the children in the two musicalgroups rose by an average of seven points in the course of a year; those in the other two groups gained anaverage of 4.3 points.C) Schellenberg had long been skeptical of the science supporting claims that music education enhanceschildrens abs
35、tract reasoning, math, or language skills. If children who play the piano are smarter, he says, itdoesnt necessarily mean they are smarter because they play the piano. It could be that the youngsters whoplay the piano also happen to be more ambitious or better at focusing on a task. Correlation, aft
36、er all, does notprove causation.D) The 2004 paper was specifically designed to address those concerns. And as a passionate musician,Schellenberg was delighted when he turned up credible evidence that music has transfer eff ects on generalintelligence. But nearly a decade later, in 2013, the Educatio
37、n Endowment Foundation funded a bigger studywith more than 900 students. That study failed to confi rm Schellenbergs fi ndings, producing no evidence thatmusic lessons improved math and literacy skills.E) Schellenberg took that news in stride while continuing to cast a skeptical eye on the research
38、in his fi eld.Recently, he decided to formally investigate just how often his fellow researchers in psychology andneuroscience make what he believes are erroneousor at least prematurecausal connections between music and intelligence. His results, published in May, suggest that many of his peers do j
39、ust that.F) For his recent study, Schellenberg asked two research assistants to look for correlational studies on the eff ectsof music education. They found a total of 114 papers published since 2000. To assess whether the authorsclaimed any causation, researchers then looked for telltale verbs in e
40、ach papers title and abstract, verbslike “enhance,” “promote,” “facilitate,” and “strengthen.” The papers were categorized as neuroscience ifthe study employed a brain imaging method like magnetic resonance, or if the study appeared in a journalthat had “brain,” “neuroscience,” or a related term in
41、its title. Otherwise the papers were categorized aspsychology. Schellenberg didnt tell his assistants what exactly he was trying to prove.G) After computing their assessments, Schellenberg concluded that the majority of the articles erroneouslyclaimed that music training had a causal eff ect. The ov
42、erselling, he also found, was more prevalent amongneuroscience studies, three quarters of which mischaracterized a mere association between music training andskills enhancement as a cause-and-eff ect relationship. This may come as a surprise to some. Psychologistshave been battling charges that they
43、 dont do “real” science for some timein large part because manyfindings from classic experiments have proved unreproducible. Neuroscientists, on the other hand, armedwith brain scans and EEGs (脑电图), have not been subject to the same degree of critique.H) To argue for a cause-and-effect relationship,
44、 scientists must attempt to explain why and how a connectioncould occur. When it comes to transfer effects of music, scientists frequently point to brain plasticitythe factthat the brain changes according to how we use it. When a child learns to play the violin, for example, several studies have sho
45、wn that the brain region responsible for the fine motor skills of the left hands fingers is likely to grow. And many experiments have shown that musical training improves certain hearing capabilities, like filtering voices from background noise or distinguishing the difference between the consonants
46、 (辅音) b and g.I) But Schellenberg remains highly critical of how the concept of plasticity has been applied in his field.“Plasticity has become an industry of its own,” he wrote in his May paper. Practice does change the brain, heallows, but what is questionable is the assertion that these changes a
47、ff ect other brain regions, such as thoseresponsible for spatial reasoning or math problems.J) Neuropsychologist Lutz Jncke agrees. “Most of these studies dont allow for causal inferences,” he said. Forover two decades, Jncke has researched the eff ects of music lessons, and like Schellenberg, he be
48、lieves thatthe only way to truly understand their eff ects is to run longitudinal studies. In such studies, researchers wouldneed to follow groups of children with and without music lessons over a long period of timeeven if theassignments are not completely random. Then they could compare outcomes f
49、or each group.K) Some researchers are starting to do just that. The neuroscientist Peter Schneider from Heidelberg Universityin Germany, for example, has been following a group of children for ten years now. Some of them werehanded musical instruments and given lessons through a school-based program
50、 in the Ruhr region ofGermany called Jedem Kind ein Instrument, or “an instrument for every child,” which was carried out withgovernment funding. Among these children, Schneider has found that those who were enthusiastic aboutmusic and who practiced voluntarily showed improvements in hearing ability
