2019年12月六級（第一套）試題

1、2019年12月大學(xué)英語六級考試真題（一）2019年12月大學(xué)英語六級考試真題（一）- PAGE 9 -Part IWriting(30 minutes)Directions : For this part, you are allowed 30 minutes to write an essay on the importance of having a sense of social responsibility. You should write at least 150 words but no more than 200 words.Part IIListening Comprehe

2、nsion(25 minutes)Directions: Answer the questions 1 to 4 based on the following conversation.1.A.Magazine reporterB.Fashion designerC.Website designerD.Features editor2.A.Designing sports clothingB.Consulting fashion expertsC.Answering daily emailsD.Interviewing job-seekers3.A.It is challenging.B.It

3、 is fascinating.C.It is tiresome.D.It is fashionable.4.A.Her persistenceB.Her experienceC.Her competenceD.Her confidenceDirections: Answer the questions 5 to 8 based on the following conversation.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

4、.All the roles are played by famous actors and actresses. B.It is based on the real-life experiences of some celebrities.C.Its plots and events reveal a lot about Frankies actual life. D.It is written, directed, edite d and produced by Frankie himself.7.A.Go to the theater and enjoy it.B.Recommend i

5、t 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 satire.D.It is against common sense.Directions: Answer the questions 9 to 11 based on the following passage.9.A.They are

6、 likely to get injured when moving too fast. B.They believe in team spirit for good performance. 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 a longer life with early ret

7、irement. C.They do not start enjoying life until full 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 more in life.D.It provides us with more chances to learn.Directions: Answer the questi

8、ons 12 to 15 based on the following passage.12.A.It tends to dwell upon their joyous experiences.B.It wanders for almost half of their waking time. C.It has trouble concentrating after a brain injury.D.It tends to be affected by their negative feelings.13.A.To find how happiness relates to daydreami

9、ng.B.To observe how ones mind affects ones behavior. C.To see why daydreaming impacts what one is doing.D.To study the relation between heal th 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 clear t

10、hinking.15.A.Subjects with clear goals in mind outperformed those without clear goals. B.The difference in performance between the two groups was insignificant. C.Non-daydreamers were more focused on their tasks than daydreamers.D.Daydreamers did better than non-daydreamers in task performance.Direc

11、tions: Answer the questions 16 to 18 based on the following recording.16.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

12、 on average.C.They are without foundations.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 strctures.Directions: Answer the questions 19 to 21 based on the following recording

13、.19.A.Similarities between human babies and baby animals. B.Cognitive features of different newly born mammals. 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 melodies more than sad ones. C.They fall asleep easily wh

14、ile listening to music.D.They are already sensitive to beats and rhythms.21.A.Infantsfacial expressions.B.Babies emotions.C.Babies interaction with adult.D.Infants behaviors.Directions: Answer the questions 22 to 25 based on the following recording.22.A.It may harm the culture of todays workplace.B.

15、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.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

16、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 the best use of their expertise.D.They can complete the project more easily.25.A.It may cause lots of arg

17、uments 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 IIIReading Comprehension(40 minutes)When considering risk factors associated with serious chronic diseases, we often think about healt

18、h indicators such 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 some cancers. Perhaps worse, the 26effects of an unhealthy diet and insufficient exercise are not limite

19、d to your body, Recent research has also shown that 27in ahigh-fat and high-sugar diet may have negative effects on your brain, causing learning and memory 28.Studies have found obesity is associated with impairments in cognitive functioning, as 29by a range of learning and memory tests, such as the

20、 ability to remember a list of words presented some minutes or hours earlier. There is also a growing body of evidence that diet-induced cognitive impairments can emerge 30within weeks or even days. For example, one study found healthy adults 31to a high-fat diet for five days showed impaired attent

21、ion, memory, 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 memory 32to those observed in overweight and obese individuals.Body weight was not hugely

22、different between the groups eating a healthy diet and those on high fat and sugar diets. So this shows negative 33of poor dietary intake can occur even when body weight has not changed 34. Thus, body weight is not always the best indicator of health and a thin person still needs to eat well and exe

23、rcise 35.A.assessedB.assignedC.consequencesD.conspicuouslyE.deficitsF.designatedG.detrimentalH.digestionI.excellingJ.indulgingK.loopholesL.rapidlyM.redundantN.regularlyO.similarIncreased Screen Time and Wellbeing Decline in YouthHave young people never had it so good? Or do they face more challenges

24、 than any previous generation? Our current era in the West is one of high wealth. This means minors enjoy material benefits and legal protections that would have been the envy of those living in the past. But there is an increasing suspicion that all is not well for our youth. And one of the most po

25、pular 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 contentious theory and such claims have been treated skeptically by some scholars b

26、ased on their reading of the relevant data.Now a new study has provided another contribution to the debate, uncovering strong evidence that adolescent wellbeing in the United States really is experiencing a decline and arguing that the most likely cause is the electronic riches we have given them. T

27、he 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 general standards of living and avoidance of mass societal traumas like full-scale

28、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 in recent years, causing problems for young peoples psychological health.To investigate, Twenge and

29、 her colleagues dived into the Monitoring the Futuredataset 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 related to their wellbeing. Twenges teams analysis of the answers confirmed th

30、e earlier, well-established wellbeing climb, with scores rising across the 1990s, and into the later 2000s. This was found across measures like self-esteem, life satisfaction, happiness and satisfaction with individual domains like job, neighborhood, or friends. But around 2012 these measures starte

31、d to decline. This continued through 2016, the most recent year for which data is available.Twenge and her colleagues wanted to understand why this change in average wellbeing occurred. However, it is very hard to demonstrate causes using non-experimental data such as this. In fact, when Twenge prev

32、iously 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 had not adequately accounted for other potential causal factors. This time around, Twenge and her team mak

33、e a point of saying that they are not trying to establish causes as such, but that they are assessing the plausibility of potential causes.EFirst, they explain that if a given variable is playing a role in affecting wellbeing, then we should expect any change in that variable to correlate with the o

34、bserved changes in wellbeing. If not, it is not plausible that the variable is a causal factor. So the researchers looked at time spent in a number of activities that could plausibly be driving the wellbeing decline. Less sport, and fewer meetings with peers correlated with lower wellbeing, as did l

35、ess time reading print media(newspapers) and, surprisingly, less time doing homework .(This last finding would appear to contradict another popular hypothesis that it is our burdening of students with assignments that is causing all theproblems.) In addition, more TV watching and more electronic com

36、munication 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 and 10th-graders.Next, Twenges team dug a little deeper into the data on screen time. They found that adolescents who spent

37、a very small amount of time on digital devicesa couple of hours a weekhad the highest wellbeing. Their wellbeing was even higher than those who never used such devices. However, higher doses of screen time were clearly associated with lower happiness. Those spending 10-19 hours per week on their dev

38、ices 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 teenagers)were twice as likely to be unhappy. The data was slightly complicated by the fact that there was a tendency for kids who were social in the real world t

39、o also use more online communication, but by bracketing out different cases it became clear that the real-world sociality component correlated with greater wellbeing, whereas greater time on screens or online only correlated with poorer wellbeing.So far, so plausible. But the next question is, are t

40、he 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 tipping point when more than half of Americans began owning smartphones. Twenge and her colleagues also found that across the key years of 2013-16, we

41、llbeing was indeed lowest in years where adolescents spent more time online, on social media, and reading news online, and when more youth in the United States had smartphones. And in a second analysis, they found that where technology went, dips in wellbeing followed. For instance, years with a lar

42、ger increase in online usage were followed by years with lower wellbeing, rather than the other way around. This does not prove causality, but is consistent with it. Meanwhile, TV use did not show this tracking. TV might make you less happy, but this is not what seems to be driving the recent declin

43、es in young peoples average happiness.A similar but reversed pattern was found for the activities associated with greater wellbeing. For example, years when people spent more time with friends were better years for wellbeing (and followed by better years). Sadly, the data also showed face-to-face so

44、cializing and sports activity had declined over the period covered by the survey. IThere is another explanation that Twenge and her colleagues wanted to address: the impact of the the great recession of 2007-2009, which hit a great number of American families and might be affecting adolescents. The

45、dataset they used did not include economic data, so instead the researchers looked at whether the 2013-16 wellbeing decline was tracking economic indicators. They found some evidence that some crude measures, like income inequality, correlated with changes in wellbeing, but economic measures with a

46、more direct impact, like family income and unemployment rates (which put families into difficulties), had no relationship with wellbeing. The researchers also note that the recession hit some years before we see the beginning of the wellbeing drop, and before the steepest wellbeing decline, which oc

47、curred in 2013.J The researchers conclude that electronic communication was the only adolescent activity that increased at the same time psychological wellbeing declined. I suspect that some experts in the field will be keen to address alternative explanations, such as unassessed variables playing a

48、 role in the wellbeing decline. But the new work does go further than previous research and suggests that screen time should still be considered a potential barrier to young peoples flourishing.The year when most Americans began using smartphones was identified as a turning point in young Americans

49、level of happiness.Scores in various wellbeing measures began to go downward among young Americans in recent years.Unfortunately, activities involving direct contact with people, which contributed to better wellbeing, were found to be on the decline.In response to past critics, Twenge and her co-res

50、earchers stress they are not trying to prove that the use of digital devices reduces young peoples wellbeing.In the last few decades of the 20th century, living standards went up and economic depressions were largely averted in the US.Contrary to popular belief, doing homework might add to students

51、wellbeing.The author believes the researchers new study has gone a step further regarding the impact of screen time on wellbeing.The researchers found that extended screen time makes young people less happy.Data reveals that economic inequality rather than family income might affect peoples wellbein

52、g. 45.Too much screen time is widely believed to be the cause of unhappiness among todays young people.“The dangerous thing about lying is people dont understand how the act changes us.” says Dan Ariely behavioural psychologist at Duke University. Psychologists have documented children lying as earl

53、y as the age of two. Some experts even consider lying a developmental milestone, like crawling and walking, because it requires sophisticated planning, attention and the ability to see a situation from someone elses perspective to manipulate then. But, for most people, lying gets limited as we devel

54、op a sense of morality and the ability to self-regulate.Harvard cognitive neuroscientist Joshua Greene says, for most of us, lying takes work. In studies, he gave subjects a chance to deceive for monetary gain while examining their brains in a functional MRI machine, which maps blood flow to active

55、parts of the brain. Some people told the truth instantly and instinctively. But others opted to lie, and they showed increased activity in their frontal parietal (顱腔壁的) control network, which is involved in difficult or complex thinking. This suggests that they were deciding between truth and dishon

56、esty and ultimately opting for the letter. For a follow-up analysis, he found that people whose neural (神經(jīng)的) reward centers were more active when they won money were also more likely to be among the group of liars suggesting that lying may have to do with the inability to resist temptation.External

57、conditions also matter in terms of when and how often we lie. We are more likely to lie, when we are able to rationalise it, when we are stressed and fatigued or see others being dishonest. And we are less likely to lie when we have moral reminders or when we think others are watching. “We as a soci

58、ety need to understand that, when we dont punish lying, we increase the probability it will happen again.” Ariely says.In a 2016 study published in the journal Nature Neuroscience, Ariely and colleagues showed how dishonesty alters peoples brains, making it easier to tell ties in the future. When pe

59、ople uttered a falsehood, the scientists notice a burst of activity in their amygdala. The amygdala is crucial part of the brain that produces fear, anxiety and emotional responses including that sinking, guilty feeling you get when you lie. But when scientists had their subjects play a game in whic

60、h they won money by deceiving their partner, they noticed the negative signals from the amygdala began to decrease. Not only that, but when people faced no consequences for dishonesty, their falsehood tended to get even more sensational. This means that if you give people multiple opportunities to l