2019年12月六級第一套(含答案)

1、2019年12月六級第一套.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 Listening Comprehension(30 minutes)Section ADirections: In

2、 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 A), B), C),and D). Then mark t

3、he 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.:L A) Magazine reporter. B) Fashion designe.C) Website designer. D) Features editor.2. A) Desig ning sports clothi ng. B) Con suiting fashi on experts.C)

4、 An swer i ng daily emails. D) In terviewing job-seekers.3. A) It is challenging. B) It is fascinating.C) It is tiresome. D) It is fashi on able.4. A) Her persistenee. B) Her experienee.C) Her compete nee.D) Her confide nee.Questions 5 to 8 are based on the conversations you have just heard.5. A) It

5、 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 about Frankie *s actual life.D) It is w

6、ritten, 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 decade.C) It is a ridiculous piece of sati

7、re. D) It is against common sense.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

8、 choices markedA) , 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 heard.9. A) They are likely to get hurt when moving too fast.B) They believe in team spirit.C) They need to keep movi

9、ng 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 Ion ger with early retireme nt.C) They do not start enjoying life until full retirement.D) They keep themselves busy even after retirement.LL A) I

10、t 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 heard.12. A) It tends to dwell upon their joyous experiences.B) It wanders for almost half of

11、 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 one *s mind affects one's behavior.C) To see why daydreaming impacts what one is doing.D) To study t

12、he 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 with clear goals in mind outperformed those without clear goals.B) The d iff ere nee i

13、n performa nee between the two groups was insign ifica nt.C) Non-daydreamers were more confused on their tasks than daydreamers.D) Daydreamers did better than non-daydreamers in task performance.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by thr

14、ee or four questions. The recordings will be played 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 letter on Answer Sheet 1 with a single line through the centerQuestions 16 to 18 are based on the reco

15、rding you have just heard16. A) They are the oldest buildings in Europe. B) They are part of the Christian tradition. C) They are renovated to attract tourists .D) They are in worsening condition.17. A) They have a history of 14 centuries .B) They are 40 metres tall on average.C) They are without fo

16、undations. D) They consist of several storeys.18. A) Wood was harmonious with nature. B) Wooden buildings kept the cold out.C) Timber was abundant in Scandinavia D) The Vikings liked wooden structures.Questions 19 to 21 are based on the recording you have just heard19. A) Similarities between human

17、babies and baby animals.B) Cognitive features of different newly born mammals.C) Adults * in fluence on childre n.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)

18、 They are already sensitive to beats and rhythms.21. A) Infants1 facial expressions. B) Babies * emotions.C) Babies' interaction with adults. D) Infants1 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

19、hinder individual career advancement.C) It may 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 cont

20、ributions recognized.D) They may eve ntually lose their con fide nee 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

21、 of arguments in a team.B) It may prevent making a timely decision.C) It may give rise to a lot of unnecessary experises.D) It may deprive a team of business opportunities.Part II Reading Comprehension(40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are requi

22、red 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 is identified by a letter. Please mark the correspond!ng letter for each item on Answer Sheet 2 with a singl

23、e line through the centre. You may not use any of the words in the bank more than once.Whe n con sidering 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 eac

24、h in crease the risk of heart disease and have a role 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 research has also shown that_ 27 in a high-fat and high-sugar diet may have n egative ef

25、fects on your brain, causi ng lear ning and memory.28Studies have found obesity is associated with impairments in cognitive functioningt as_ 29 by a range of I ear ning and memory tests, such as the ability to remember a list of words presented some minutes or hours earlier. There is also a growing

26、body of evidenee that diet- induced cognitive impairments can emerge 30-within weeks or even days. For example, one study found healthy adults- 31 to a high-fat diet for five days showed impaired attendon, memory, and mood compared with a low-fat diet control group. An other study also found eating

27、a high-fat and high-sugar breakfast each day for as little as four days resulted in problems with learning 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 and sugar diets. So this

28、 shows negative_ 33 _of poor dietary intake can occur even when body weight has not ch a nged_34Thus, body weight is not always the best in dicator of health and a thin person still needs to eat well and exercise._35A) assessed B)assig nedC)co nseque ncesD)con spicuously E)deficitsF)designated G)det

29、rimental H)digestion |)excelling J)indulging K)loopholes L)rapidly M)redundant N)regularly 0)similarSection BDirections: 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 fro

30、m which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the question by marking the corresponding letter on Answer Sheet 2.In creased Scree n Time and Wellbei ng Decline in YouthA Have young people never had it so good? Or do they

31、 face more challenges than any previous gen eratio n? Our curre nt era in the West is one of high wealth. This mea ns minors enjoy material ben efits and legal protect! o ns that would have bee n the envy of those living in the past. But there is an increasing suspicion that all is not well for our

32、youth. And one of the most popular explanations, among some experts and the popular media, is that excessive screen time 'is to blame (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 treate

33、d skeptically by some scholars based on their reading of the relevant data.B Now a study in the journal Emotion has provided another contribution to the debate, uncovering strong evidenee that adolescent wellbeing in the United States really is experiencing a decline and arguing that the most likely

34、 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 wellbeing went up in the US. This was especially true for younger people. It reflected the fact that these decades saw a climb in gen eral stan dards of living

35、and avoid a nee of mass societal traumas like fill-scale war or economic deprivation. However, the Screen time" hypothesis, advanced by researchers such as Jean Twenge, is that electronic devices and excessive time spent online may have reversed these trends inecent years, causing problems for

36、young people's psychological health.C To investigate, Twenge and her colleagues dived into the Monitoring The Future" dataset based 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 rela

37、ted to their wellbei ng. Twenge *s team's an alysis of the an swers con firmed the earlier, well-established wellbeing climb, with scores rising across the 1990s, and into the later2000s. This was found across measures like self-esteem, life satisfactio n, happi ness and satisfactio n with in di

38、vidual domains 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 available.D Twenge and her colleagues wanted to un dersta nd why this ch a nge in average wellbei ng has occurred. However, it'

39、;s very hard to dem on strate causes in non- experime ntal data such as this. In fact, when Twenge previously used this data to suggest a screen time effect, some commentators were quick to raise this problem. They argued that her causal- sounding claims rested on correlational data, and that she ha

40、d 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 that they are assessing the plausibility of potential causes.E First, they explain that if a given variable is pl

41、aying 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 variable is a causal factor. So the researchers looked at time spent in a number of activities that could plausibl

42、y 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 doing homework(This last fin ding would appear to con tradict an other popular hypothesis that it is our burde

43、ni ng of 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 true for measures of happiness, life satisfaction and self-esteem, with the effects stronger in the 8th a

44、nd lOth-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 the highest wellbeing. Their wellbeing was even higher than those who never used such devices. However

45、, 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. Those who used such devices 40 hours a week or more (one in ten of teenagers) were twice as likely to

46、 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 on line communicatio n, but by bracked ng out different cases it became clear that the real-world sociality component correlated with greater wellbeing, wh

47、ereas greater time on scree ns or onli ne only correlated with poorer wellbei ng.G So far, so plausible. But the next question is, are the drops in average wellbeing happening at the same time as trends toward increased electronic device usage? It looks like it- after all. 2012 was the tippi ng poin

48、t when more tha n half of America ns beg a n owning smartphones. Twenge and her colleagues also found that across the key years of 2013-16, wellbei ng was in deed lowest in years where adolesce nts spe nt more time online, on social media, and reading news online, and when more youth in the US had s

49、martphones. And in a sec ond an alysis, they found that where tech no logy went:, dips in wellbei ng followed. For in stance, years with a larger in crease in online usage were followed by years with lower wellbeing, rather than the other way around. This does not prove causality, but is consistent

50、with it Meanwhile, TV use didn 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 for the activities associated with greater wellbeing. For example, years wh

51、ere 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. There is an other explanation that Twenge and her colleagues wanted to

52、address: the impact of the great recession of 2007-2009, which hit a great number of American families and might be affecti ng adolesce nts. The dataset didn't in elude economic data, so in stead the researchers looked at whether the 2013-16 wellbeing decline was tracking economic in dicators. T

53、hey found some evide nee that some crude measures, like in come in equality, correlated with changes in wellbeing, but economic measures with a more direct impact, like family in come and un employme nt rates (which put families into difficulties), had no relationship with wellbeing. The researchers

54、 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 con elude that electr onic communicatio n was the only adolesce nt activity that in creased at the same time psychologic

55、al wellbei ng decli ned. I suspect that some experts in the field will be keen to address alter native expla natio ns, such as unassessed variables playing a role in the wellbeing decline. But the new work does go further than before and suggests that screen time should still be con引dered a potentia

56、l barrier to young people *s flourish! ng.36. The year when most America ns bega n using smartphones was ide ntified as a turning point in youngAmerica ns' level of happiness.37. Scores in various wellbeing measures began to go downward among young Americans inecent years.38 Unfortunately; activ

57、ities involving direct contact with people, which contributed to better wellbeing, werefound 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 ofdigital devices reduces young people *s wellbeing.40. In the last few de

58、cades of the 20n century, living standards went up and economic depressions were largelyaverted in the US.41 Contrary to popular belief, doing homework might add to students' wellbeing.42. The author believes the researchers1 new study has gone a step further regarding the impact of screen timeo

59、n wellbei ng.43. The researchers found that exte nded scree n time makes you ng people less happy.44. Data reveals that economic in equality rather tha n family in come might affect people's wellbei ng.45. Too much screen time is widely believed to be the cause of unhappiness among today *s young people.Section CDirections There are 2 passages in this section. Each passage is followed b