2021年1月23日发(作者：qin)
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
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, 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
’
t
show this tracking. TV might make you less happy, but this is not what seems to be driving
the recent declines in young people
’
s average 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.

th
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
’
wellbeing.

42.
The
author
believes
the
researchers
’

new
study
has
gone
a
step
further
regarding
the
impact
of screen time 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.


Section C

Directions:

There are 2 passages in this section. Each passage is followed by some questions
or unfinished statements. For each of them there are four choices marked A), B), C) and D).
You should decide on the best choice and mark
the corresponding letter on Answer Sheet 2 with
a single line through the centre.

Passage One

Questions 46 to 50 are based on the following passage.

“
The dangerous thing about lying is people don
’
t understand how the act changes us,
”

said Dan Ariely, behavioral psychologist at Duke University. Psychologists have documented
children lying as early 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 else
’
s perspective to manipulate them. But,
for most people, lying gets limited as we develop a sense of morality and the ability to
self-regulate.

Harvard cognitive neuroscientist Joshua Greene said, for most of us, lying takes work.
In
studies,
he
gave
study
subjects
a
chance
to
deceive
for
monetary
gain
while
examining
their
brains in a functional MRI machine, which maps blood flow to active 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 control network,
which
is
involved
in difficult
or complex thinking. This suggests that
they were deciding between truth and dishonesty
—
and
ultimately
opting
for
the
latter.
For
a
follow-up
analysis,
he
found
that
people
whose
neural
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
conditions
also
matter
in
terms
of
when
and
how
often
we
lie.
We
are
more
likely
to lie, research shows when we are able to rationalize 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 society need to understand that, when we don
’
t
punish lying, we increase the probability it will happen again,
”
Ariely said.


In
a
2016
study
published
in
the
journal
Nature
Neuroscience,
Ariely
and
colleagues
showed
how
dishonesty
alters
people
’
s
brains,
making
it
easier
to
tell
lies
in
the
future.
When
people
uttered
a
falsehood,
the
scientists
noticed
a
burst
of
activity
in
their
amygdala.
The
amygdala
is
a
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 which 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
falsehoods
tended
to
get
even
more
sensational.
This
means
that
if
you
give
people multiple opportunities to lie for their own benefit, they start with little lies and
get bigger and bigger over time.

46. Why do some experts consider lying a milestone in a child
’
s development

A) It shows they have the ability to view complex situations from different angles.

B) It indicates they have an ability more remarkable than crawling and walking.

C) It represents their ability to actively interact with people around them.

D) It involves the coordination of both their mental and physical abilities.

47. Why does the Harvard neuroscientist say that lying takes work

A) It is difficult to sound natural or plausible.

B) It is hard to choose from
several options.

C) It involves lots of sophisticated mental activity.
D)
It
requires
speedy
blood
flow into one
’
s brain.

48. Under what circumstances do people tend to lie

A) When they become too emotional.


B) When they face too much peer pressure.

C) When the temptation is too strong.


D)
When
the
consequences
are
not
imminent.

49. When are people less likely to lie

A) When they are worn out and stressed.


B) When they are under watchful eyes.

C) When they think in a rational way.


D) When they have a clear conscience.

50. What does the author say will happen when a liar does not get punished

A) They may feel justified.




B) They will tell bigger lies.

C) They will become complacent.



D) They may mix lies and truths.


Passage Two

Questions 51 to 55 are based on the following passage.

Here
’
s how the Pacific Northwest is preparing for
“
The Big One
”
. It
’
s the mother of
all disaster drills for what could be the worst disaster in American history. California has
spent years preparing for
“
The Big One
”—
the inevitable earthquake that will undoubtedly
unleash
all
kinds
of
havoc
along
the
famous
San
Andreas
fault.
But
what
if
the
fault
that
runs
along the Pacific Northwest delivers a gigantic earthquake of its own If the people of the
Cascadia region have anything to do with it, they won
’
t be caught unawares.

The region is engaged in a multi-day earthquake
and tsunami
drill
involving around 20,000
people. The Cascadia Rising drill gives area residents and emergency responders a chance to
practice
what
to
do
in
case
of
a magnitude
earthquake
and
tsunami
along
one
of
the
nation
’
s
dangerous
—
and underestimated
—
faults.

The Cascadia Subduction Zone is big enough to compete with San Andreas (it
’
s been called
the
most
dangerous
fault
in
America),
but
it
’
s
much
lesser
known
than
its
California
cousin.
Nearly
700
miles
long,
the
earthquake
zone
is
located
by
the
North
American
Plate
off
the
coast
of Pacific British Columbia, Washington, Oregon and Northern California.

Cascadia
is
what
’
s
known
as
a
“
megathrust
”

fault.
Megathrusts
are
created
in
subduction
zones
—
land
plate
boundaries
where
two
plates
converge.
In
the
areas
where
one
plate
is
beneath
another, stress builds up over time. During a megathrust event, all of that stress releases
and
some
of
the
world
’
s
most
powerful
earthquakes
occur.
Remember
the earthquake
and
tsunami
in the Indian Ocean off of Sumatra in 2004 It was caused by a megathrust event as the India
plate moved beneath the Burma micro-plate.

The
last
time
a
major
earthquake
occurred
along
the
Cascadia
fault
was
in
1700,
so
officials
worry that another event could occur at any time. To prevent that event from becoming a
catastrophe, first responders will join members of the public in rehearsals that involve
communication, evacuation, search and rescue, and other scenarios.

Thousands
of
deaths
and
other
casualties
are
expected
if
a earthquake
were
to
occur.
First,
the earthquake would shake metropolitan areas including Seattle and Portland. This could
trigger
a
tsunami
that
would
create
havoc
along
the
coast.
Not
all
casualties
can
necessarily
be prevented
—
but by coordinating across local, state, and even national borders, officials
hope
that
the
worst-case
scenario
can
be
averted.
On
the
exercise
’
s
website,
officials
explain
that the report they prepare during
this rehearsal will
inform disaster
management
for years
to come.

For
hundreds
of
thousands
of
Cascadia
residents,
the
big
one
isn
’
t
a
question
of
if,
only
when. And it
’
s never too early to get ready for the inevitable.

51. What does
“
The Big One
”
refer to

A) A gigantic geological fault.




B)
A
large-scale
exercise
to
prepare
for
disasters.

C) A massive natural catastrophe.



D)
A
huge
tsunami
on
the
California
coast.

52. What is the purpose of the Cascadia Rising drill

A) To prepare people for a major earthquake and tsunami.

B) To increase residents
’
awareness of imminent disasters.

C) To teach people how to adapt to post-disaster life.

D) To cope with the aftermath of a possible earthquake.

53. What happens in case of a megathrust earthquake according to the passage

A) Two plates merge into one.




B) Boundaries blur between plates.

C) A variety of forces converge.


D) Enormous stress is released.

54. What do the officials hope to achieve through the drills

A) Coordinating various disaster-relief efforts. B) Reducing casualties in the event of
a disaster.

C) Minimizing property loss caused by disasters. D) Establishing disaster and emergency
management.

55. What does the author say about
“
The Big One
”

A) Whether it will occur remains to be seen.
B) How it will arrive is too early to
predict.

C) Its occurrence is just a matter of time.


D)
It
keeps
haunting
Cascadia
residents.


Part IV






Translation





(30
minutes)

Directions:

For
this
part,
you
are
allowed
30
minutes
to
translate
a
passage
from
Chinese
into
English. You should write your answer on Answer Sheet 2.

牡丹花色艳丽，形象高雅 ，象征这和平与繁荣，因而在中国被称为”花中之王”。中国许多地方都
培育和种植牡丹。千百年来，创 造了许多诗歌和绘画赞美牡丹。唐代时期，牡丹在皇家园林普遍种植并
被誉为国花，因而特别风行。十世 纪时，洛阳古城成为牡丹栽培中心，而且这一地位一直保持到今天。
现在，
成千上万的国内游客 蜂拥到洛阳参加一年一度的牡丹节欣赏洛阳牡丹的独特之美，
同时探索九朝
古都的历史。


2019
年
12
月六级第二套

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
of
social 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) It focuses exclusively on jazz.



B) It sponsors major jazz concerts.

C) It has several branches in London.


D)
It
displays
albums
by
new
music
talents.

2. A) It originated with cowboys.




B) Its market has now shrunk.

C) Its listeners are mostly young people.

D) It remains as widespread as hip hop
music.

3. A) Its definition is varied and complicated.
B)
It
is
still
going
through
experimentation.

C) It is frequently accompanied by singing.

D)
Its
style
has
remained
largely
unchanged.

4. A) Learn to play them.





B) Take music lessons.

C) Listen to them yourself.





D) Consul jazz musicians.

Questions 5 to 8 are based on the conversation you have just heard.

5. A) She paid her mortgage.





B) She called on the man.

C) She made a business plan.




D) She went to the bank.

6. A) Her previous debt hadn
’
t been cleared yet.

B)
Her
credit
history
was
considered poor.

C) She had apparently asked for too much.
D) She didn
’
t pay her mortgage in time.

7. A) Pay a debt long overdue.




B) Buy a piece of property.

C) Start her own business.





D) Check her credit history.

8. A) Seek advice from an expert about fundraising. B)
Ask
for
smaller
loans
from
different
lenders.

C) Build up her own finances step by step.

D)
Revise
her
business
proposal
carefully.

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
1
with
a
single
line
through
the centre.

Questions 9 to 11 are based on the passage you have just heard.

9. A) It is profitable and environmentally friendly.
B)
It
is
well
located
and
completely
automated.

C) It is small and unconventional.



D) It is fertile and productive.

10. A) Their urge to make farming more enjoyable.
B)
Their
desire
to
improve
farming
equipment.

C) Their hope to revitalize traditional farming. D)
Their
wish
to
set
a
new
farming
standard.

11. A) It saves a lot of electricity.




B) It needs little maintenance.

C) It causes hardly any pollution.



D) It loosens soil while weeding.

Questions 12 to 15 are based on the passage you have just heard.

12. A) It has turned certain insects into a new food source.

B) It has started on expand business outside the UK.

C) It has imported some exotic foods from overseas.

D) It has joined hands with Sainsbury
’
s to sell pet insects.

13. A) It was really unforgettable.



B) It was a pleasant surprise.

C) It hurts his throat slightly.



D) It made him feel strange.

14. A) They are more tasty than beef, chicken or pork.

B) They are more nutritious than soups and salads.

C) They contain more protein than conventional meats.

D) They will soon gain popularity throughout the world.

15. A) It is environmentally friendly.



B) It is a promising industry.

C) It requires new technology.



D) It saves huge amount of labor.

Section C

Directions
:
In this section, you will hear three recordings of lectures or talks followed by
three or four questions. The recordings will be played 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 16 to 18 are based on the recording you have just heard.

16. A) To categorize different types of learners.


B) To find out what students prefer to learn.

C) To understand the mechanism of the human brain.

D) To see if they are inherent traits affecting learning.

17. A) It was defective.






B) It was misguided.

C) It was original in design.




D) It was thought-provoking.

18. A) Auditory aids are as important as visual aids.

B) Visual aids are helpful to all types of learners.

C) Reading plain texts is more effective than viewing pictures.

D) Scientific concepts are hard to understand without visual aids.

Questions 19 to 22 are based on the recording you have just heard.

19. A) Not playing a role in a workplace revolution.

B) Not benefiting from free- market capitalism.

C) Not earning enough money to provide for the family.

D) Not spending enough time on family life and leisure.

20. A) People would be working only fifteen hours a week now.

B) The balance of power in the workplace would change.

C) Technological advances would create many new jobs.

D) Most workers could afford to have house of their own.

21. A) Loss of workers
’
personal dignity.


B)
Deprivation
of
workers
’

creativity.

C) Deterioration of workers
’
mental health.
D)
Unequal
distribution
of
working
hours.

Questions 22 to 25 are based on the recording you have just heard.

22. A) It is the worst managed airport in German history.

B) It is now the biggest and busiest airport in Europe.

C) It has become something of a joke among Germans.

D) It has become a typical symbol of German efficiency.

23. A) The city
’
s airports are outdated.



B)
The
city
had
just
been
reunified.

C) The city wanted to boost its economy.

D)
The
city
wanted
to
attract
more
tourists.

24. A) The municipal government kept changing hands.

B) The construction firm breached the contract.

C) Shortage of funding delayed its construction.

D) Problems of different kinds kept popping up.

25. A) Tourism industry in Berlin suffers.


B) All kinds of equipment gets rusted.

C) Huge maintenance costs accumulate.


D)
Complaints
by
local
residents
increase.

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.

The
persistent
haze
over
many
of
our
cities
is
a
reminder
of
the
polluted
air
that
we
breathe.
Over 80% of the world
’
s urban population is breathing air that fails to meet World Health
Organization guidelines, and an estimated million people died 26 from outdoor air
pollution in 2015.

Globally,
urban
populations
are
expected
to
double
in
the
next
40
years.
An
extra
2
billion
people will need new places to live, services and ways to move around their cities. What is
more
important,
the
decisions
that
we
make
now
about
the
design
of
our
cities
will 27 the
everyday
lives
and
health
of
the
coming
generations.
So
what
would
the
components
of
a
smog-free,
or at least low- pollution, city be like

Traffic has become 28 with air pollution, and many countries intend to ban the sale
of
new
petrol
and
diesel
cars
in
the
next
two
decades.
But
simply 29 to
electric
cars
will
not mean pollution-free cities. The level of emissions they cause will depend on how the
electricity
to
run
them
is 30 ,
while
brakes,
tyres
and
roads
all
create
tiny
airborne 31
as they wear out.

Across
the
developed
world,
car
use
is
in
decline
as
more
people
move
to
city
centers,
while
young
people
especially
are 32 for
other
means
of
travel.
Researchers
are
already
asking
if
motor
vehicle
use
has
reached
its 33 and
will
decline,
but
transport
planners
have
yet
to catch up with this 34 , instead laying new roads to tackle traffic jams. As users of
London
’
s orbital M25 motorway will know, new roads rapidly fill with more traffic. In the
US,
studies
have
shown
that
doubling
the
size
of
a
road
can 35 double
the
traffic,
taking
us back to the starting point.

A) alternate F) merged K) prematurely

B) crown G) miniatures L) simply

C) determine H) opting M) switching

D) generated I) particles N) synonymous

E) locating J) peak O) trend