1、大学英语六级考试 2021 年 12 月真题（第二套）Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay related to the short passage given below. Inyour essay, you are to comment on the phenomenon described in the passage and suggest measures to address theissue. 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 wayof talking, following their style of dressing, and seeking every chance to meet them in person at great expenses.Part II Listening Comprehe
3、nsion (30 minutes)Section ADirections: In this section, you will hear two long conversations. At the end of each conversation, you will hearfour questions. Both the conversation and the questions will be spoken only once. After you hear a question, youmust choose the best answer from the four choice
4、s marked A), B), C) and D). Then mark the corresponding letteron 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 oends many environmentalists.B) It has given rise to much controve
5、rsy. D) It was primarily written for vegetarians.2. A) She neglects peoples eorts in animal protection.B) She ignores the various benets 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) They
6、are revolutionary.B) They are rational. D) They are signicant.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 conversati
7、on you have just heard.5. A) What makes people successful. C) Why many people 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 rm belief
8、in their own ability. D) Having someone who has condence 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 unders
9、tanding leadership.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or fourquestions. Both the passage and the questions will be spoken only once. After you hear a question, you mustchoose the best answer from the four choices marked A
10、), B), C) and D). Then mark the corresponding letter onAnswer 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 sh.B) They use their sense of hearing to capture their prey.C) Their ancest
11、or is dierent 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 themselves to a p
12、articular 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 become mor
13、e 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 conicts in the show. D) They are far from emotionally prepared.14. A) Choose appropriate programs for their chil
14、dren. C) Help their children understand the programs plot.B) Outline the programs plot for their children 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 retell the
15、 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 thefour choices mark
16、ed A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single linethrough 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 injuring thei
17、r feet. D) They nd it rather troublesome to do so.17. A) A large number of bacteria collected on a single shoe.B) Oce carpets collected more bacteria than elsewhere.C) There were more bacteria on sidewalks than in the home.D) Dierent types of bacteria existed on public-toilet oors.18. A) Shoes can l
18、eave scratches on the oor. C) Shoes can upset family members with their noise.B) The marks left by shoes are hard to erase. 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 behavior. C) It is sinful
19、 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 under control.B) Try t
20、o understand what messages they convey. D) Consider them from dierent 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 eective pesticides. D) Cultivation
21、 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 closely with policymakers in
22、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) Substantial funding in
23、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 blankfrom a list of ch
24、oices given in a word bank following the passage. Read the passage through carefully beforemaking your choices. Each choice in the bank is identied by a lette r. Please mark the corresponding letter foreach item on Answer Sheet 2 with a single line through the centre. You may not use any of the word
25、s in the bankmore 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, she says, opting for clothes t
26、hat t well and 26 with your senseof style can improve your con dence.But can you improve your health through your 27 clothing, without having to dash out and buy a wholenew 28 ? “Absolutely,” says Draper. If your goal is to improve your thinking, she recommends picking clothesthat t well and are unl
27、ikely to encourage restlessness, so, avoid bows, ties and unnecessary 29 . It also helpsto opt for clothes you 30 as tying in with your goals, so, if you want to perform better at work, select piecesyou view as professional. Draper says this ts in with the concept of behavioral activation, whereby 3
28、1 in abehavior (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 arut ( 常规 ) if we wear the same clotheseven if theyre our favoritesthus opting for an
29、item you dontwear often, or adding something dierent to an outt, such as a hat, can 33 shift your mood. On dayswhen youre really 34 to brave the world, Draper suggests selecting sentimental items of clothing, suchas ones you wore on a special day, or given to you by a loved one, as clothes with 35 a
30、ssociations canhelp you tap into constructive emotions.A) accessories I) perceiveB) align J) positivelyC) concurrently K) proleD) current L) prosperingE) engaging M) reluctantF) fond N) showcaseG) frame O) wardrobeH) locationsSection BDirections: In this section, you are going to read a passage with
31、 ten statements attached to it. Each statementcontains information given in one of the paragraphs. Identify the paragraph from which the information isderived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer thequestions by marking the corresponding letter o
32、n 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, titled “Music Lessons Enhance IQ.” Theauthor, composer
33、 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 extracurricular training. The IQ of the children in the two musica
34、lgroups 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 abstract reasoning, math, or language skills. If children w
35、ho 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, after all, does notprove causation.D) The 2004 paper was sp
36、ecifically designed to address those concerns. And as a passionate musician,Schellenberg was delighted when he turned up credible evidence that music has transfer eects on generalintelligence. But nearly a decade later, in 2013, the Education Endowment Foundation funded a bigger studywith more than
37、900 students. That study failed to conrm Schellenbergs 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 in his eld.Recently, he decided to formally investigate just how
38、often his fellow researchers in psychology andneuroscience make what he believes are erroneousor at least prematurecausal connections betweenmusic and intelligence. His results, published in May, suggest that many of his peers do just that.F) For his recent study, Schellenberg asked two research ass
39、istants to look for correlational studies on the eectsof 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 each papers title and abstract, verbslike “enhance,” “promote,” “facilita
40、te,” 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 its title. Otherwise the papers were categorized aspsychology. Schellenb
41、erg 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 eect. The overselling, he also found, was more prevalent amongneuroscience studies, thr
42、ee quarters of which mischaracterized a mere association between music training andskills enhancement as a cause-and-eect relationship. This may come as a surprise to some. Psychologistshave been battling charges that they dont do “real” science for some timein large part because manyfindings from c
43、lassic 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-eect relationship, scientists must attempt to explain why and how a connectioncould occur. When it
44、 comes to transfer eects 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, severalstudies have shown that the brain region responsible for the ne motor skills of the left hands nger
45、s is likelyto grow. And many experiments have shown that musical training improves certain hearing capabilities, likeltering voices from background noise or distinguishing the dierence between the consonants (辅音) b andg.I) But Schellenberg remains highly critical of how the concept of plasticity has
46、 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 aect other brain regions, such as thoseresponsible for spatial reasoning or math problems.J) Ne
47、uropsychologist Lutz Jncke agrees. “Most of these studies dont allow for causal inferences,” he said. Forover two decades, Jncke has researched the eects of music lessons, and like Schellenberg, he believes thatthe only way to truly understand their eects is to run longitudinal studies. In such stud
48、ies, 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 for 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 l
