2021.12英語六級真題第2套

大學(xué)英語六級考試2021年12月真題（第二套）PartI(30minutes)Directions:PartIIListening(30minutes)SectionADirections:Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerthefourchoicesmarkedA),B),C)andD).ThenmarktheletteronAnswerSheet1withasinglelinetheQuestions1to4basedontheconversationyouhavejustheard.1.A)Ithasbeenveryfavorablyreceived.C)Ito?endsmanyenvironmentalists.B)IthasgivenrisetomuchD)Itwasprimarilywrittenforvegetarians.2.A)Sheneglectse?ortsinanimalprotection.B)Sheignoresthevariousbene?tsofpublictransport.C)Shetriestoforcepeopletoacceptherradicalideas.D)Sheinsistsvegetariansareharmingtheenvironment.3.A)Theyaremodest.C)TheyareB)Theyarerational.D)Theyaresigni?cant.4.A)Itwouldforcepoorpeopletochangetheirdiet.C)Itwouldgeneratemoneyforpublichealth.B)Itwouldneedsupportfromthegeneralpublic.D)Itwouldhelptoprotecttheenvironment.Questions5to8basedontheconversationyouhavejustheard.5.A)Whatmakespeoplesuccessful.C)Whymanypeople?ghtsohardforsuccess.B)Howsheachievedhergoal.D)Wheresuccessfulstrengthscomefrom.6.A)Havingarealisticattitudetowardslife.C)Havingsomeonewhoisreadytohelpthem.B)Havinga?rmbeliefintheirownD)Havingsomeonewhohascon?denceinthem.7.A)Theyremaincalm.C)Theytryhardtoappearoptimistic.B)Theystaypositive.D)Theyadjusttheirgoals8.A)Highlycooperativeteammates.C)Anurturingenvironment.B)Mutualrespectamongcolleagues.D)Anunderstandingleadership.SectionBDirections:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearorfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerthefourchoicesmarkedA),B),C)andD).ThenmarktheletteronAnswerSheet1withasinglelinetheQuestions9tobasedonthepassageyouhavejustheard.9.A)Theirfoodmainlyconsistsofsmallanimalsand?sh.B)TheyusetheirsenseofhearingtocapturetheirC)Theirancestorisdi?erentfromthatofmicrobats.D)Theyhavebigeyesanddistinctivevisualcenters.10.A)Bymeansofecholocation.C)Bymeansofvisionandsmell.B)thehelpofmoonlight.D)theaidofdaylightvision.A)surviveintheever-changingC)adaptthemselvestoaparticularlifestyle.B)facilitatetheirtraveloverlongdistances.D)makeupfortheirnaturalabsenceofvision.Questions12to15basedonthepassageyouhavejustheard.12.A)Theyacquireknowledgenotfoundinbooks.C)Theylearnhowtointeractwiththeirpeers.B)Theybecomemoreemotionallyaggressive.D)Theygetmuchbetterpreparedforschool.13.A)Theylackthecognitiveandmemoryskills.C)Theytendtobemoreattractedbyimages.B)Theyfollowthecon?ictsintheD)Theyarefarfromemotionallyprepared.14.A)Chooseappropriateprogramsfortheirchildren.C)Helptheirchildrenunderstandtheplot.B)Outlinetheplotfortheirchildren?rst.D)15.A)Asktheirchildrentodescribeitscharacters.C)Checkiftheirchildrenhaveenjoyedit.B)EncouragetheirchildrentoretelltheD)Explainitsmessagetotheirchildren.SectionCDirections:Inthissection,youwillhearofortalksfollowedbyorfourquestions.Thewillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerthefourchoicesmarkedA),B),C)andD).ThenmarktheletteronAnswerSheet1withasinglelinetheQuestions16to18basedontherecordingyouhavejustheard.16.A)Theyhaveneverdevelopedthehabit.C)Theybelievealittledirtharmsnoone.B)Theyareafraidofinjuringtheirfeet.D)They?nditrathertroublesometodoso.17.A)Anumberofbacteriacollectedonasingleshoe.B)O?cecarpetscollectedmorebacteriathanelsewhere.C)Thereweremorebacteriaonsidewalksthaninthehome.D)Di?erenttypesofbacteriaexistedonpublic-toilet?oors.18.A)ShoescanleavescratchesontheC)Shoescanupsetfamilymemberswiththeirnoise.B)Themarksleftbyshoesarehardtoerase.D)Questions19to21basedontherecordingyouhavejustheard.19.A)ItisanuncontrollableC)Itissinfulandimmoral.B)Itisaviolationoffaithandtrust.D)Itisdeemeduncivilized.20.A)Findouttheircauses.C)Guardagainsttheirharm.B)Acceptthemasnormal.D)Assesstheirconsequences.21.A)Payattentiontotheirpossibleconsequences.C)Makesuretheyarebroughtundercontrol.B)tounderstandwhatmessagestheyD)Considerthemfromdi?erentperspectives.Questions22to25basedontherecordingyouhavejustheard.22.A)Applicationofmorenitrogen-richfertilizers.C)Measurestocopewithclimatechange.B)Developmentofmoree?ectivepesticides.D)Cultivationofnewvarietiesofcrops.23.A)Theimprovementofagriculturalinfrastructure.B)Theexpansionoffarmlandindevelopingcountries.C)Thecooperationoftheagriculturalscientists.D)Theresearchoncroprotationindevelopingcountries.24.A)Forcooperatingcloselywithpolicymakersindevelopingcountries.B)Forturningtheirfocustotheneedsoffarmersinpoorercountries.C)ForaligningtheirresearchwithadvancesinfarmingD)Forencouragingfarmerstoembracenewfarmingtechniques.25.A)QuickrisetobecomealeadinggrainC)Substantialfundinginagriculturalresearch.B)Assumptionofhumanitarianresponsibilities.D)RapidtransitiontobecomeafoodPartIIIReading(40minutes)SectionADirections:Inthissection,isapassagewithtenblanks.toselectoneforeachblankalistofchoicesgiveninabankfollowingthepassage.Readthepassagethroughcarefullymakingyourchoices.Eachchoiceinthebankisidenti?edbyalettePleasemarktheletterforeachitemonAnswerSheet2withasinglelinethemaynotuseanyoftheinthebankthanonce.AccordingtopsychologistSharonDraper,ourclothingchoicescanabsolutelyaffectourwellbeing.Whenwewearill-fittingclothes,orfeelover-orunder-dressedforanevent,it’snaturaltofeelself-consciousorevenstressed.Conversely,shesays,optingforclothesthat?twelland26withyoursenseofstylecanimproveyourcon?dence.Butcanyouimproveyourhealththroughyour27clothing,withouthavingtodashoutandbuyawholenew28?saysIfyourgoalistoimproveyourthinking,sherecommendspickingclothesthat?twellandareunlikelytoencouragerestlessness,so,avoidbows,tiesandunnecessary29.Italsohelpstooptforclothesyou30astyinginwithyourgoals,so,ifyouwanttoperformbetteratwork,selectpiecesyouviewasprofessional.Drapersaysthis?tsinwiththeconceptofbehavioralactivation,whereby31inabehavior(inthiscase,selectingclothes)cansetyouonthepathtothenachievingyourgoals(workingharder).Anotherwaytoimproveyour32ofmindistomixthingsup.Drapersaysweoftenfeelstuckinarut(常規(guī))ifwewearthesameclothes—evenifthey’reourfavorites—thusoptingforanitemyoudon’twearoften,oraddingsomethingdi?erenttoanout?t,suchasahat,can33shiftyourmood.Ondayswhenyou’rereally34tobravetheworld,Drapersuggestsselectingsentimentalitemsofclothing,suchasonesyouworeonaspecialday,orgiventoyoubyalovedone,asclotheswith35associationscanhelpyoutapintoconstructiveemotions.A)accessoriesI)perceiveB)alignJ)positivelyC)concurrentlyK)pro?leD)currentL)prosperingE)engagingM)reluctantF)fondN)showcaseG)frameO)wardrobeH)locationsSectionBDirections:Inthissection,yougoingtoapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.maychooseaparagraphmorethanonce.EachparagraphismarkedwithaAnswerthequestionsbymarkingtheletteronAnswerSheet2.Domusiclessonsmakesmarter?A)Arecentanalysisfoundthatmostresearchmischaracterizestherelationshipbetweenmusicandskillsenhancement.B)In2004,apaperappearedinthejournalPsychologicalScience,titled“MusicLessonsEnhanceIQ.”Theauthor,composerandpsychologistGlennSchellenberg,hadconductedanexperimentwith144childrenrandomlyassignedtofourgroups:onelearnedthekeyboardforaonetooksinginglessons,onejoinedanactingclass,andacontrolgrouphadnoextracurriculartraining.TheIQofthechildreninthetwomusicalgroupsrosebyanaverageofsevenpointsinthecourseofayear;thoseintheothertwogroupsgainedanaverageof4.3points.C)Schellenberghadlongbeenskepticalofthesciencesupportingclaimsthatmusiceducationenhancesabstractreasoning,math,orlanguageskills.Ifchildrenwhoplaythepianoarehesays,itnecessarilymeantheyaresmarterbecausetheyplaythepiano.Itcouldbethattheyoungsterswhoplaythepianoalsohappentobemoreambitiousorbetteratfocusingonatask.Correlation,afterall,doesnotprovecausation.D)The2004paperwasspecificallydesignedtoaddressthoseconcerns.Andasapassionatemusician,Schellenbergwasdelightedwhenheturnedupcredibleevidencethatmusichastransfere?ectsongeneralintelligence.Butnearlyadecadein2013,theEducationEndowmentFoundationfundedabiggerstudywithmorethan900students.Thatstudyfailedtocon?rm?ndings,producingnoevidencethatmusiclessonsimprovedmathandliteracyskills.E)Schellenbergtookthatnewsinstridewhilecontinuingtocastaskepticaleyeontheresearchinhis?eld.Recently,hedecidedtoformallyinvestigatejusthowoftenhisfellowresearchersinpsychologyandneurosciencemakewhathebelievesareerroneous—oratleastpremature—causalconnectionsbetweenmusicandintelligence.Hisresults,publishedinsuggestthatmanyofhispeersdojustthat.F)ForhisrecentSchellenbergaskedtworesearchassistantstolookforcorrelationalstudiesonthee?ectsofmusiceducation.Theyfoundatotalofpaperspublishedsince2000.assesswhethertheauthorsclaimedanycausation,researchersthenlookedfortelltaleverbsineachpaper’stitleandabstract,verbslike“enhance,”“promote,”“facilitate,”and“strengthen.”Thepaperswerecategorizedasneuroscienceifthestudyemployedabrainimagingmethodlikemagneticresonance,orifthestudyappearedinajournalthathad“brain,”“neuroscience,”orarelatedterminitstitle.OtherwisethepaperswerecategorizedasSchellenbergtellhisassistantswhatexactlyhewastryingtoprove.G)Aftercomputingtheirassessments,Schellenbergconcludedthatthemajorityofthearticleserroneouslyclaimedthatmusictraininghadacausale?ect.Theoverselling,healsofound,wasmoreprevalentamongneurosciencestudies,threequartersofwhichmischaracterizedamereassociationbetweenmusictrainingandskillsenhancementasacause-and-e?ectrelationship.Thismaycomeasasurprisetosome.Psychologistshavebeenbattlingchargesthattheydon’tdo“real”scienceforsometime—inlargepartbecausemanyfindingsfromclassicexperimentshaveprovedunreproducible.Neuroscientists,ontheotherhand,armedwithbrainscansandEEGs(腦電圖),havenotbeensubjecttothesamedegreeofcritique.H)argueforacause-and-e?ectrelationship,scientistsmustattempttoexplainwhyandhowaconnectioncouldWhenitcomestotransfere?ectsofmusic,scientistsfrequentlypointtobrainplasticity—thefactthatthebrainchangesaccordingtohowweuseit.Whenachildlearnstoplaytheviolin,forexample,severalstudieshaveshownthatthebrainregionresponsibleforthe?nemotorskillsoftheleft?ngersislikelytoAndmanyexperimentshaveshownthatmusicaltrainingimprovescertainhearingcapabilities,like?lteringvoicesfrombackgroundnoiseordistinguishingthedi?erencebetweentheconsonants輔音)‘b’and‘g’.I)ButSchellenbergremainshighlycriticalofhowtheconceptofplasticityhasbeenappliedinhisfield.“Plasticityhasbecomeanindustryofitsown,”hewroteinhisMayPracticedoeschangethebrain,heallows,butwhatisquestionableistheassertionthatthesechangesa?ectotherbrainregions,suchasthoseresponsibleforspatialreasoningormathproblems.J)NeuropsychologistLutzJ?nckeagrees.“Mostofthesestudiesallowforcausalinferences,”hesaid.Forovertwodecades,J?nckehasresearchedthee?ectsofmusiclessons,andlikeSchellenberg,hebelievesthattheonlywaytotrulyunderstandtheire?ectsistorunlongitudinalstudies.Insuchstudies,researcherswouldneedtofollowgroupsofchildrenwithandwithoutmusiclessonsoveralongperiodoftime—eveniftheassignmentsarenotcompletelyrandom.Thentheycouldcompareoutcomesforeachgroup.K)Someresearchersarestartingtodojustthat.TheneuroscientistPeterSchneiderfromHeidelbergUniversityinGermany,forexample,hasbeenfollowingagroupofchildrenfortenyearsSomeofthemwerehandedmusicalinstrumentsandgivenlessonsthroughaschool-basedprogramintheRuhrregionofGermanycalledJedemKindeinInstrument,or“aninstrumentforeverychild,”whichwascarriedoutwithgovernmentfunding.Amongthesechildren,Schneiderhasfoundthatthosewhowereenthusiasticaboutmusicandwhopracticedvoluntarilyshowedimprovementsinhearingability,aswellasinmoregeneralcompetencies,suchastheabilitytoconcentrate.L)establishwhethereffectssuchasimprovedconcentrationarecausedbymusicparticipationitself,andnotbyinvestingtimeinanextracurricularactivityofanykind,AssalHabibi,apsychologyprofessorattheUniversityofSouthernCalifornia,isconductinga?ve-yearlongitudinalstudywithchildrenfromlow-incomecommunitiesinLosAngeles.Theyoungstersfallintothreegroups:thosewhotakeafter-schoolmusic,thosewhodoafter-schoolsports,andthosewithnostructuredafter-schoolprogramatall.Aftertwoyears,Habibiandhercolleaguesreportedseeingstructuralchangesinthebrainsofthemusicallytrainedchildren,bothlocallyandinthepathwaysconnectingdi?erentpartsofthebrain.M)Thatmayseemcompelling,butchildrenwerenotselectedDidthechildrenwhoweredrawntomusicperhapshavesomethinginthemfromthestartthatmadethemdi?erentbuteludedthebrainscanners?“Assomebodywhostartedtakingpianolessonsattheageof?veandgotupeverymorningatseventopractice,thatexperiencechangedmeandmademepartofwhoIamSchellenbergsaid.“Thequestioniswhetherthosekindsofexperiencesdososystematicallyacrossindividualsandcreateexactlythesamechanges.AndIthinkthatisthathugeleapoffaith.”N)Didhehaveahiddentalentthatothersdidn’thave?Ormoreendurancethanhispeers?Musicresearcherstend,likeSchellenberg,tobemusiciansthemselves,andashenotedinhisrecentpaper,“theideaofpositivecognitiveandneuralsidee?ectsfrommusictraining(andotherpleasurableactivities)isinherentlyappealing.”Healsoadmitsthatifhehadchildrenofhisown,hewouldencouragethemtotakemusiclessonsandgoto“Iwouldthinkthatitmakesthembetterpeople,morecritical,justwiseringeneral,”hesaid.O)Butthoseconvictionsshouldbecheckedattheentrancetothelab,headded.Otherwise,theworkbecomesreligionorfaith.havetoletgoofyourfaithifyouwanttobeascientist.”36.GlennlatestresearchsuggestsmanypsychologistsandneuroscientistswronglybelieveinthecausalrelationshipbetweenmusicandIQ.37.Thebeliefinthepositivee?ectsofmusictrainingappealstomanyresearcherswhoaremusiciansthemselves.38.GlennSchellenbergwasdoubtfulabouttheclaimthatmusiceducationhelpsenhanceintelligence.39.GlennSchellenbergcametotheconclusionthatmostofthepapersassessedmadethewrongclaimregardinge?ectonintelligence.40.mustabandonyourunveri?edbeliefsbeforeyoubecomeascientist.41.Lotsofexperimentshavedemonstratedthatpeoplewithmusictrainingcanbetterdi?erentiatecertainsounds.42.Glenn?ndingsatthebeginningofthiscenturywerenotsupportedbyastudycarriedoutsometenyears43.OneresearchersharesGlennSchellenberg’sviewthatitisnecessarytoconductlong-termdevelopmentalstudiestounderstandthee?ectsofmusictraining.44.Glennresearchassistantshadnoideawhathewastryingtoproveinhisnew45.GlennSchellenbergadmitsthatpracticecanchangecertainareasofthebrainbutdoubtsthatthechangecana?ectotherareas.SectionCDirections:There2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemfourchoicesmarkedA),B),C)andD).shoulddecideonthebestchoiceandmarktheletteronAnswerSheet2withasinglelinethePassageOneQuestions46to50basedonthefollowingpassage.ThetrendtowardrationalityandenlightenmentwasendangeredlongbeforetheadventoftheAsNeilPostmannotedinhis1985bookAmusingOurselvestoDeath,theriseoftelevisionintroducednotjustanewmediumbutanewdiscourse:agradualshiftfromatypographic(印刷的)culturetoaphotographicone,whichinturnmeantashiftfromrationalitytoemotions,expositiontoentertainment.Inanimage-centeredandpleasure-drivenworld,Postmannoted,thereisnoplaceforrationalthinking,becauseyousimplycannotthinkwithimages.Itistextthatenablesusto“uncoverlies,confusionsandovergeneralizations,andtodetectabusesoflogicandcommonsense.Italsomeanstoweighideas,tocompareandcontrastassertions,toconnectonegeneralizationtoThedominanceoftelevisionwasnotcon?nedtoourlivingrooms.Itoverturnedallofthosehabitsofmind,fundamentallychangingourexperienceoftheworld,a?ectingtheconductofpolitics,religion,business,andculture.Itreducedmanyaspectsofmodernlifetoentertainment,sensationalism,andcommerce.“AmericanstalktoeachweentertaineachPostmanwrote.“Theyexchangeideas;theyexchangeimages.Theydonotwithpropositions;theywithgoodlooks,celebritiesandcommercials.”Atfirst,thewebseemedtopushagainstthistrend.Whenitemergedtowardstheendofthe1980sasapurelytext-basedmedium,itwasseenasatooltopursueknowledge,notpleasure.Reasonandthoughtweremostvaluedinthisgarden—allderivedfromtheprojectoftheEnlightenment.Universitiesaroundtheworldwereamongthe?rsttoconnecttothisnewmedium,whichhosteddiscussiongroups,informativepersonalorgroupblogs,electronicmagazines,andacademicmailinglistsandforums.Itwasanintellectualproject,notaboutcommerceorcontrol,createdinascienti?cresearchcenterinSwitzerland.Andformorethanadecade,thewebcreatedanalternativespacethatthreatenedgriponSocialnetworks,though,havesincecolonizedthewebforvalues.FromFacebooktoInstagram,themediumrefocusesourattentiononvideosandimages,rewardingemotionalappeals—‘like’buttons—overrationalones.Insteadofaquestforknowledge,itengagesusinanendlesszest(熱情)forinstantapprovalfromanaudience,forwhichweareconstantlybutunconsciouslyperforming.tellingthat,whileGooglebeganlifeasaPhDthesis,Facebookstartedasatooltojudgeclassmates’appearances.)Itreducesourcuriositybyshowingusexactlywhatwealreadywantandthink,basedonourpro?lesandpreferences.Themotto(座右銘)of‘Daretoknow’hasbecome‘Darenottocareto46.WhatdidNeilPostmansayabouttheriseoftelevision?A)Itinitiatedachangefromdominanceofreasontosupremacyofpleasure.B)Itbroughtaboutagradualshiftfromcinemagoingtohomeentertainment.C)ItstartedarevolutioninphotographicD)Itmarkedanewageintheentertainment47.Accordingtothepassage,whatistheadvantageoftextreading?A)Itgivesoneaccesstohugeamountsofinformation.B)ItallowsmoreinformationtobeprocessedC)Itiscapableofenrichinglife.D)Itisconducivetocriticalthinking.48.HowhastelevisionimpactedAmericans?A)Ithasgiventhemalotmoretoabout.C)IthasmadethemcaremoreaboutwhattheyB)Ithasbroughtcelebritiesclosertotheirlives.D)Ithasrenderedtheirinteractionsmoresuper?cial.49.WhatdoesthepassagesayabouttheA)Itwasdevelopedprimarilyforuniversitiesworldwide.B)Itwascreatedtoconnectpeopleindi?erentcountries.C)Itwasviewedasameanstoquestforknowledge.D)Itwasdesignedasadiscussionforumforuniversitystudents.50.Whatdowelearnaboutusersofsocialmedia?A)Theyarebentonlookingforanalternativespaceforescape.B)Theyareconstantlyseekingapprovalfromtheiraudience.C)Theyareforeverengagedinhuntingfornewinformation.D)Theyareunabletofocustheirattentionontasksforlong.PassageQuestions51to55basedonthefollowingpassage.Accordingtoarecentasmallbutgrowingproportionoftheworkforceisa?ectedtosomedegreebyasenseofentitlement.islessaboutwhattheycancontributebutmoreaboutwhattheycantake.Itcanleadtoworkplacedysfunctionanddiminishtheirownjobsatisfaction.I’mnotreferringtoemployeeswhoarelegitimatelydissatis?edwiththeiremploymentconditionsdueto,beingdeniedfairpayor?exibleworkpractices.I’mtalkingaboutthosewhoconsistentlybelievetheydeservespecialtreatmentandgenerousrewards.anexpectationthatexistsirrespectiveoftheirabilitiesorlevelsofperformance.Asaresultofthatdiscrepancybetweentheprivilegestheyfeelthey’reowedandtheirin?atedsenseofself-worth,theyworkashardfortheirTheypreferinsteadtoslacko?.atendencywhichmanyscholarsbelievebeginsinchildhoodduetoparentswhooverindulgetheirkids.Thistherebyleadsthemtoexpectthesamekindofspoilttreatmentthroughouttheiradultlives.Andyetdespitehowtheseemployeesfeel,obviouslyimportantfortheirmanagertononetheless?ndouthowtokeepthemmotivated.And,byvirtueofthatheightenedmotivation,toperformwell.TheresearchteamfromseveralAmericanuniversitiessurveyedmorethan240individuals.Theysampledmanagersaswellasteammembers.Employeeentitlementwasmeasuredbystatementssuchas“IhonestlyfeelI’mjustmoredeservingthanothers”.Therespondentshadtoratetheextentoftheiragreement.Employeeengagement,meanwhile,wasassessedwithstatementslike“Ireallythrowmyselfintomywork.”The?ndingsrevealedethicalleadershipispreciselywhatalleviatesthenegativeeffectsofemployeeentitlement.That’sbecauseratherthanindulgingemployeesorneglectingthem,ethicalleaderscommunicateverydirectandclearexpectations.Theyalsoholdemploy