lifting2019年12月英语六级真题第1套

2021年1月8日发(作者：陆羽)
2019年12月六级第一套
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 A
Directions:In this section, you will hear two long conversations.
At the end of eachconversation, 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)
fashion experts.
C) Answering daily emails. D)
job-seekers.
3.A) It is challenging. B) It is fascinating.
C) It is tiresome. D) It is fashionable.
Interviewing
Consulting
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)
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)
can get chances to engage in research.
C) They can make the best use of their expertise. D)
can complete the project more easily.
They
They
Babies’
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) assessedF) designatedK) loopholes
B) assignedG) detrimentalL) rapidly
C)consequencesH) digestionM) redundant
D) conspicuously I) excellingN) regularly
E) deficits J) indulgingO) 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 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
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
screentime. 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 screentime were
clearly associated with lower happiness. Those spending 10-19
hours per week on their devices were 41 percent more likely to