淘宝店铺：光速考研工作室

机密*启用前

大 学 英 语 六 级 考 试

COLLEGE ENGLISH TEST

—Band Six—

(2019 年 12 月第 1 套)

试 题 册

敬 告 考 生

一、在答题前，请认真完成以下内容:
1. 请检查试题册背面条形码粘贴条、答题卡的印刷质量，如有问题及时向监考员反映，确
认无误后完成以下两点要求。
2. 请将试题册背面条形码粘贴条揭下后粘贴在答题卡 1 的条形码粘贴框内，并将姓名和准
考证号填写在试题册背面相应位置。
3. 请在答题卡 1 和答题卡 2 指定位置用黑色签字笔填写准考证号、姓名和学校名称，并用
HB-2B 铅笔将对应准考证号的信息点涂黑。
二、在考试过程中，请注意以下内容:
1. 所有题目必须在答题卡上规定位置作答，在试题册上或答题卡上非规定位置的作答一律
无效。
2. 请在规定时间内在答题卡指定位置依次完成作文、听力、阅读、翻译各部分考试，作答
作文期间不得翻阅该试题册。听力录音播放完毕后，请立即停止作答，监考员将立即收回答
题卡 1，得到监考员指令后方可继续作答。
3. 作文题内容印在试题册背面，作文题及其他主观题必须用黑色签字笔在答题卡指定区域
内作答。
4. 选择题均为单选题，错选、不选或多选将不得分，作答时必须使用 HB-2B 铅笔在答题卡
上相应位置填涂，修改时须用橡皮擦净。
三、以下情况按违规处理:
1. 未正确填写(涂)个人信息，错贴、不贴、毁损条形码粘贴条。
2. 未按规定翻阅试题册、提前阅读试题、提前或在收答题卡期间作答。
3. 未用所规定的笔作答、折叠成毁损答题卡导致无法评卷。
4. 考试期间在非听力考试时间佩戴耳机。

全国大学英语四、六级考试委员会

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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 center.

Questions 1 and 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 conversation 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 actresses.

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.

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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 1 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 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 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 more 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 after 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 clear 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 focused on their tasks than daydreamers.
D) Daydreamers did better than non-daydreamers in task performance.

Section C

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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 center.

Questions 16 to 18 are based on the recording you have just heard.

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 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 structures.

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 adult. 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.

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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.

Questions 26 to 35 are based on the following passage.

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 highsugar 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 I) excelling
B) assigned J) indulging
C) consequences K) loopholes
D) conspicuously L) rapidly
E) deficits M) redundant
F) designated 5 N) regularly
G) detrimental O) similar
H) digestion
I) exclusively
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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
questions 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 & quote; screen time & quote; 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 based on their reading of the relevant data.

B) 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. 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 & quote; screen time & quote; 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 & quote; Monitoring the Future & quot; 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 occurred. However, it
is very hard to demonstrate causes using 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 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 role in affecting wellbeing, then we should expect any
change in that variable to correlate with the observed 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
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

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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 a week—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 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
strands 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 United States 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 did not 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 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 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 the great
recession of 2007-2009, which hit a great number of American families and might be affecting adolescents. The
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 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 previous research 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

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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 20th 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.” says Dan Ariely
behavioural 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
then. 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 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 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 ( 颅 腔 壁 的 ) 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 letter. For a follow-up analysis, he found that people whose neural ( 神经的) 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.

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External 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 society need to understand
that, when we don’t 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 people’s brains, making it easier to tell ties in the future. When people 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 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
falsehood 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 which get 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 hard to choose from several options.
B) It is difficult to sound natural or plausible.
C) It requires speedy blood flow into one’s brain.
D) It involves lots of sophisticated mental activity.

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

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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 ( 断
层). 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 ( 海啸) 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 9.0 magnitude earthquake and tsunami along one of the nation’s dangerous—and underestimated—faults.
The Cascadia Earthquake 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 earthquake 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 9.1 earthquake and tsunami in the Indian Ocean off Sumatra in 2004? It was caused by 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 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 casualties are expected if a 9.0 earthquake were to occur. Fist, 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 Caledonia 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) A variety of forces converge.
C) Boundaries blur between plates.
D) Enormous stress is released.

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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 disaster.
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，象征着和平与繁荣，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，欣赏洛阳牡丹独特之美，同时探索九朝
古都的历史。

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