1、 2019 年 12 月大学英语六级考试真题(第 1 套) 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 family responsibility. You should write at least 150 words but no more than 200 words. _ _ _ _ _ Part II ListeningComprehension (30 min
2、utes) 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
3、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 he ard. 1. A. Magazine reporter. B. Fashion designer. C. Website designer. D. Features editor. 2. A. Designing sports clothing.
4、 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 conversati
5、ons you have just he ard. 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 actress. B. It is based on the real-life experiences of some celebrities. C. Its plots and events reveal a lot a
6、bout Frankies 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 de
7、cade. 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 2019-12-CET6
8、(第 1 套)-1 question, you must choose the best answer f rom the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet I with a single line through the center. Questions 9 to 11 are based on the passage you have just he ard. 9. A. They are likely to get hurt when mov
9、ing too fast. B. They believe in team spirit. 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 longer with early retirement. C. They do not start enjoying life until f
10、ull 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 in life. D. It provides us with more chances to learn. Questions 12 to 15 are based on the passage you have just he ard. 12. A.
11、It tends to dwell upon their joyous experiences. B. It wanders for almost half of their waking time. C. It has trouble concentrating alter 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 ones mi nd affects
12、ones 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 their thinking. 15. A. Subjects wi
13、th clear goals in mi nd outperformed those without clear goals. B. The difference in performance between the two groups was insignificant. C. Non-daydreamers were more confused on their tasks than daydreamers. D. Daydreamers did better than non-daydreamers in task performance. Questions 19 to 21 are
14、 based on the recording you have just he ard. 19. A. Similarities between human babies and baby animals. B. Cognitive features of different newly born mammal s. 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
15、melodies more than sad ones. C. They fall asleep easily while listening to music. D. They are alreadysensitive to beats and rhythms. 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
16、just he ard. 22. A. It may harm the culture of todays 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. 2019-12-CET6(第 1 套)-2 23. A. They can hardly give expression to their original views. B.
17、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
18、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 ReadingCompre
19、hension (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
20、 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. Whe n considering risk factors associated with serious chronic diseases, we often think about health in
21、dicators suc h 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 so me c ancers. Perhaps worse, the 26 effects of an unhealthy diet and insufficient exercise are not limite
22、d to yo ur 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 memor y 28 . Studies have found obesity is associated with impair me nts in cognitive functioning, as 29 by a range of learning and me mory tests, s
23、uc h as the ability to remember a list of words presented some mi nutes or ho urs 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 hi gh-fa t diet for five da ys sho
24、wed impaired attention, me mory, 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 me mory 32 to those observed in overweight and obese individuals. Body
25、weight was no t hugely different between the groups eating a healthy diet and those on hi gh fa t and sugar diets. So this shows negative 33 of poor dietary intake can occur even whe n body weight has no t c ha nged 34 . Thus, body weight is no t always the best indicator of health and a thi n perso
26、n still needs to eat well and exercise 35 . 2019-12-CET6(第 1 套)-3 A.assessed I. excelling B. assigned J. indulging C. consequences K. loopholes D.conspicuously L. rapidly E. deficits M. redundant F. designated N. regularly G. detrimental O. similar H.digestion Section B Directions: In this section,
27、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 question
28、 by marking the corresponding letter on Answer Sheet 2. Increased Screen Time and We llbe ing Decline in Youth A) Have young people never had it so good? Or do the y face more challenges tha n any previous generation? Our current era in the West is one of hi gh wealth. This mea ns mi nors enjoy mate
29、rial benefits and legal protections tha t would have been the envy of those living in the past. But there is an increasing suspicion that all is no t well for o ur youth. And o ne of the mos t popular explanations, amo ng so me experts and the popular media, is that excessive “screen ti me” is to bl
30、ame (This 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 thei r reading of the relevant data. B) Now a study in the journal Emotion has provided anothe
31、r contribution to the debate, uncovering strong evidence that adolescent wellbeing in t he United States really is experiencing a decline and arguing that the most likely cause is the electronic riches we have given them. T he background to this is tha t from the 1960s into the early 2000s, meas ure
32、s 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 “screen ti me” hypothesis, advan
33、ced by researchers such as Jean Twenge, is tha t electronic devices and excessive time spent onli ne may have reversed these trends in recent years, causing problems for young peoples psychological health. C) To investigate, Twenge and her colleagues dived into the “Monitoring T he Future” dataset b
34、ased 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. Twenges tea ms analysis of the answers confirmed the earlier, well-established wellbeing cli mb, with scores ri
35、sing across the 1990s, and i nto the later 2000s. This was found across meas ures like self-esteem, life satisfaction, happiness a nd satisfaction with individual do mains like job, neighborhood, or friends. But around 2012 these meas ures started to decline. This continued through 2016, the mos t r
36、ecent ye ar for which data is available. D) Twenge and her colleagues wanted to understand why this change in average wellbeing has occurred. However, its very hard to demonstrate causes in non-experimental data such as this. In fact, when 2019-12-CET6(第 1 套)-4 Twenge previously used this data to su
37、ggest a screen ti me effect, so me commentators were quick to raise this problem. They argued that her causal-sounding claims rested on correlational data, a nd tha t she had not adequately accounted for other potential causal factors. This time around, Twenge and her team ma ke a point of saying th
38、a t that the y are no t trying to establish causes as s uch, b ut that the y are assessing the plausibility of potential causes. E) First, the y explain tha t if a given variable is playing a causal role in affecting wellbeing, the n we should expect any c ha nge in tha t variable to correlate with
39、the observed changes in wellbeing. If not, it isnt plausible tha t the variable is a causal factor. So the researchers looked at ti me spent in a number of activities that could plausibly be driving the wellbeing decline. Less sport, and fewer meeti ngs with peers correlated with lower wellbeing, as
40、 did less time reading print media (newspapers) and, surprisingly, less ti me doing homework (This last finding would appear to contradict a no ther popular hypothesis that it is our burdening of students with assignments that is causing all the problems). In addition, more TV watching and more elec
41、tronic communication both correlated with lower wellbeing. All these effects held tr ue for meas ures of happiness, life satisfaction and self-esteem, with the effects stronger in the 8th and 10th-graders. F) Next, Twenges team dug a little deeper into the data on screen ti me. The y found tha t ado
42、lescents who spent a very s mall a mo unt of ti me on digital devicesa couple of hourshad the highest wellbeing. Their wellbeing was even higher tha n those who never used suc h devices. However, higher doses of screen ti me were clearly associated with lower happiness. Those spending 10-19 ho urs p
43、er week on their devices were 41 percent more likely to be unhappy tha n lower-frequency users. Those who used suc h devices 40 ho urs a week or more (one in ten of teenagers) were twice as likely to be unhappy. T he data was slightly complicated by the fact tha t there was a tendency for kids who w
44、ere social in the real world to also use more online communication, b ut by bracketing out different cases it beca me clear that the real-world sociality co mpo ne nt correlated with greater wellbeing, whereas greater ti me on screens or online only correlated with poorer wellbeing. G) So far, so pl
45、ausible. But the ne xt question is, are the drops in average wellbeing happening at the same ti me as trends toward increased electronic device usage? It looks like itafter all, 2012 was the tipping point whe n more tha n half of Americans began owning s martp ho nes. Twenge a nd her colleagues also
46、 found that across the ke y years of 2013-16, wellbeing was indeed lowest in years where adolescents spent more ti me online, on social media, and reading news online, and whe n more youth in the US had s martp ho nes. And in a second analysis, the y found that where technology went, dips in wellbei
47、ng followed. For instance, years with a larger increase in online usa ge were followed by years with lower wellbeing, rather tha n the other way around. This does not prove causality, but is consistent with i t. Meanwhile, TV use didnt s how this tracking. TV mi ght ma ke yo u less happy, but this i
48、s not what seems to be driving the recent declines in young peoples average happiness. H) A similar but reversed pattern was found for the activities associated with greater wellbeing. For example, years where people spent more ti me with friends were better years for wellbeing (a nd followed by better years). Sadly, the data also showed face-to-face socializing and sports activity had declined over the period covere
