-
2019
年
12
月全国
大学生英语六级考试第一套（卷一）
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 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 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 heard.
1. A) Magazine reporter.
B) Fashion designer.
C)
Website designer.
D) Features editor.
2. A)
Designing sports clothing.
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 conversations you have just heard.
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 about Frankie
’
s
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
decade.
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 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 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
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 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
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 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 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 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 confused
on their tasks than daydreamers.
D)
Daydreamers did better than non-daydreamers in
task performance.
Questions 19 to 21
are based on the recording you have just heard.
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
while listening to music.
D) They are already
sensitive 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 just heard.
22. A)
It may harm the culture of
today
’
s 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.
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 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 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
Reading Comprehension
(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 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.
When
considering
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 each
increase
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 negative effects on
your brain, causing
learning and memory
28
.
Studies have found obesity is
associated with impairments in cognitive
functioning, as
29
by a range of
learning and memory tests, such as the
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
30
-within weeks or even days. For
example, one study found healthy adults
31
to a high-fat diet for five days
showed impaired attention, 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
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 shows negative
33
of 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 exercise
35
.
A) assessed
F) designated
K) loopholes
B) assigned
G) detrimental
L) rapidly
C)
consequences
H)
digestion
M) redundant
D) conspicuously
I) excelling
N) regularly
E) deficits
J) indulging
O) similar
Section B
Directions:
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
from
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.
Increased Screen Time and Wellbeing
Decline in Youth
[A] Have young people
never had it so good? Or do they face more
challenges 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 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
treated
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
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. 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 general standards of living and avoidance of
mass
societal traumas like full-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 in recent years, causing problems for
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
related
to
their
wellbeing.
Twenge
’
s
team
’
s
analysis
of
the
answers
confirmed the
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 started to decline. This
continued through 2016, the most recent
year for which data is available.
[D]
Twenge
and
her
colleagues
wanted
to
understand
why
this
change
in
average
wellbeing
has
occurred.
However, it
’
s
very hard to
demonstrate
causes in non-experimental 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
had
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
playing 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
plausibly 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 finding
would appear to contradict another popular
hypothesis that it is our burdening 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 and 10th-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,
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
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
online
communication, but by bracketing out
different cases it became clear that the real-
world sociality component