nerds卷一 2019年12月英语六级真题及答案

2021年1月13日发(作者：毛庚)
2019年12月六级第一套
Part I Writing (30 minutes)
the importance of having a sense Directions: For this part you are allowed 30 minutes to write an essay on
family responsibility. You should write at least 150 words but no more than 200 words.
Part II
Section A
Listening Comprehension (30 minutes)
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.
C) Website designer.
2. A) Designing sports clothing.
C) Answering daily emails.
3. A) It is challenging.
C) It is tiresome.
4. A) Her persistence.
C) Her competence.
5. A) It is enjoyable.
C) It is divorced from real life.
B) Fashion designer.
D) Features editor.
B) Consulting fashion experts.
D) Interviewing job-seekers.
B) It is fascinating.
D) It is fashionable.
B) Her experience.
D) Her confidence.
B) It is educational.
D) It is adapted from a drama.
Questions 5 to 8 are based on the conversations you have just heard.
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.
C) Watch it with the man.
8. A) It has drawn criticisms from scientists.
C) It is a ridiculous piece of satire.
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) Recommend it to her friends.
D) Download and watch it.
B) It has been showing for over a decade.
D) It is against common sense.
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.
C) It enables us to accomplish in life.
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.
C) It contributes to their creativity.
B) It helps them tap their potentials.
D) It contributes to their thinking.
B) It slows down our aging process.
D) It provides us with more chances to learn.
Questions 12 to 15 are based on the passage you have just heard.
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.
C) Babies’ interaction with adults.
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.
C) They can make the best use of their expertise.
25. A) It may cause lots of arguments in a team.
B) It may prevent making a timely decision.
B) They can get chances to engage in research.
D) They can complete the project more easily.
B) Babies’ emotions.
D) Infants’ behaviors.
Questions 22 to 25 are based on the recording you have just heard.
C) It may give rise to a lot of unnecessary expenses.
D) It may deprive a team of business opportunities.
Part III
Section A
Reading Comprehension (40 minutes)
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
27
28
in a high-fat and high-sugar diet may have negative effects on your brain, causing
.
29 by a range of
has also shown that
learning and memory
Studies have found obesity is associated with impairments in cognitive functioning, as
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.
33 of poor dietary intake can occur even when body weight has not
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
changed 34
eat well and exercise
A) assessed
B) assigned
C) consequences
D) conspicuously
E) deficits
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
35 .
F) designated
G) detrimental
H) digestion
I) excelling
J) indulging
K) loopholes
L) rapidly
M) redundant
N) regularly
O) similar
. Thus, body weight is not always the best indicator of health and a thin person still needs to
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
correlated with greater wellbeing, whereas greater time on screens or online only correlated with poorer
wellbeing.
[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 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, wellbeing was indeed lowest in years where adolescents spent more time
online, on social media, and reading news online, and when more youth in the US had smartphones. And in a
second analysis, they found that where technology went, dips in wellbeing followed. For instance, years with a
larger 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 didn
happiness.
[H] A similar but reversed pattern was found for the activities associated with greater wellbeing. For example,
years where 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.
[I] There is another explanation that Twenge and her colleagues wanted to address: the impact of the great
recession of 2007-2009, which hit a great number of American families and might be affecting adolescents.
The dataset didn’t 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 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 occurred 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 role in the wellbeing decline. But the new
work does go further than before and suggests that screen time should still be considered a potential barrier to
young people’s flourishing.
36. The year when most Americans began using smartphones was identified as a turning point in young
Americans’ level of happiness.
37. Scores in various wellbeing measures began to go downward among young Americans in recent years.
38. Unfortunately, activities involving direct contact with people, which contributed to better wellbeing, were
found 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 of
digital devices reduces young people’s wellbeing.
40. In the last few decades of the 20 century, living standards went up and economic depressions were largely
averted in the US.
41. Contrary to popular belief, doing homework might add to students
on wellbeing.
43. The researchers found that extended screen time makes young people less happy.
44. Data reveals that economic inequality rather than family income might affect people’s wellbeing.
45. Too much screen time is widely believed to be the cause of unhappiness among today’s young people.
’ wellbeing.
42. The author believes the researchers’ new study has gone a step further regarding the impact of screen time
th
’t show this tracking. TV might
’s average make you less happy, but this is not what seems to be driving the recent declines in young people