2021.12英语六级真题第2套

大学英语六级考试2021年12月真题（第二套）PartI(30minutes)Directions:PartIIListening(30minutes)SectionADirections:Inthissection,youwillheartwolongconversations.Attheendofeachconversation,youwillhearfourquestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerthefourchoicesmarkedA),B),C)andD).ThenmarktheletteronAnswerSheet1withasinglelinetheQuestions1to4basedontheconversationyouhavejustheard.1.A)Ithasbeenveryfavorablyreceived.C)Itoffendsmanyenvironmentalists.B)IthasgivenrisetomuchD)Itwasprimarilywrittenforvegetarians.2.A)Sheneglectseffortsinanimalprotection.B)Sheignoresthevariousbenefitsofpublictransport.C)Shetriestoforcepeopletoacceptherradicalideas.D)Sheinsistsvegetariansareharmingtheenvironment.3.A)Theyaremodest.C)TheyareB)Theyarerational.D)Theyaresignificant.4.A)Itwouldforcepoorpeopletochangetheirdiet.C)Itwouldgeneratemoneyforpublichealth.B)Itwouldneedsupportfromthegeneralpublic.D)Itwouldhelptoprotecttheenvironment.Questions5to8basedontheconversationyouhavejustheard.5.A)Whatmakespeoplesuccessful.C)Whymanypeoplefightsohardforsuccess.B)Howsheachievedhergoal.D)Wheresuccessfulstrengthscomefrom.6.A)Havingarealisticattitudetowardslife.C)Havingsomeonewhoisreadytohelpthem.B)HavingafirmbeliefintheirownD)Havingsomeonewhohasconfidenceinthem.7.A)Theyremaincalm.C)Theytryhardtoappearoptimistic.B)Theystaypositive.D)Theyadjusttheirgoals8.A)Highlycooperativeteammates.C)Anurturingenvironment.B)Mutualrespectamongcolleagues.D)Anunderstandingleadership.SectionBDirections:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearorfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerthefourchoicesmarkedA),B),C)andD).ThenmarktheletteronAnswerSheet1withasinglelinetheQuestions9tobasedonthepassageyouhavejustheard.9.A)Theirfoodmainlyconsistsofsmallanimalsandfish.B)TheyusetheirsenseofhearingtocapturetheirC)Theirancestorisdifferentfromthatofmicrobats.D)Theyhavebigeyesanddistinctivevisualcenters.10.A)Bymeansofecholocation.C)Bymeansofvisionandsmell.B)thehelpofmoonlight.D)theaidofdaylightvision.A)surviveintheever-changingC)adaptthemselvestoaparticularlifestyle.B)facilitatetheirtraveloverlongdistances.D)makeupfortheirnaturalabsenceofvision.Questions12to15basedonthepassageyouhavejustheard.12.A)Theyacquireknowledgenotfoundinbooks.C)Theylearnhowtointeractwiththeirpeers.B)Theybecomemoreemotionallyaggressive.D)Theygetmuchbetterpreparedforschool.13.A)Theylackthecognitiveandmemoryskills.C)Theytendtobemoreattractedbyimages.B)TheyfollowtheconflictsintheD)Theyarefarfromemotionallyprepared.14.A)Chooseappropriateprogramsfortheirchildren.C)Helptheirchildrenunderstandtheplot.B)Outlinetheplotfortheirchildrenfirst.D)15.A)Asktheirchildrentodescribeitscharacters.C)Checkiftheirchildrenhaveenjoyedit.B)EncouragetheirchildrentoretelltheD)Explainitsmessagetotheirchildren.SectionCDirections:Inthissection,youwillhearofortalksfollowedbyorfourquestions.Thewillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerthefourchoicesmarkedA),B),C)andD).ThenmarktheletteronAnswerSheet1withasinglelinetheQuestions16to18basedontherecordingyouhavejustheard.16.A)Theyhaveneverdevelopedthehabit.C)Theybelievealittledirtharmsnoone.B)Theyareafraidofinjuringtheirfeet.D)Theyfinditrathertroublesometodoso.17.A)Anumberofbacteriacollectedonasingleshoe.B)Officecarpetscollectedmorebacteriathanelsewhere.C)Thereweremorebacteriaonsidewalksthaninthehome.D)Differenttypesofbacteriaexistedonpublic-toiletfloors.18.A)ShoescanleavescratchesontheC)Shoescanupsetfamilymemberswiththeirnoise.B)Themarksleftbyshoesarehardtoerase.D)Questions19to21basedontherecordingyouhavejustheard.19.A)ItisanuncontrollableC)Itissinfulandimmoral.B)Itisaviolationoffaithandtrust.D)Itisdeemeduncivilized.20.A)Findouttheircauses.C)Guardagainsttheirharm.B)Acceptthemasnormal.D)Assesstheirconsequences.21.A)Payattentiontotheirpossibleconsequences.C)Makesuretheyarebroughtundercontrol.B)tounderstandwhatmessagestheyD)Considerthemfromdifferentperspectives.Questions22to25basedontherecordingyouhavejustheard.22.A)Applicationofmorenitrogen-richfertilizers.C)Measurestocopewithclimatechange.B)Developmentofmoreeffectivepesticides.D)Cultivationofnewvarietiesofcrops.23.A)Theimprovementofagriculturalinfrastructure.B)Theexpansionoffarmlandindevelopingcountries.C)Thecooperationoftheagriculturalscientists.D)Theresearchoncroprotationindevelopingcountries.24.A)Forcooperatingcloselywithpolicymakersindevelopingcountries.B)Forturningtheirfocustotheneedsoffarmersinpoorercountries.C)ForaligningtheirresearchwithadvancesinfarmingD)Forencouragingfarmerstoembracenewfarmingtechniques.25.A)QuickrisetobecomealeadinggrainC)Substantialfundinginagriculturalresearch.B)Assumptionofhumanitarianresponsibilities.D)RapidtransitiontobecomeafoodPartIIIReading(40minutes)SectionADirections:Inthissection,isapassagewithtenblanks.toselectoneforeachblankalistofchoicesgiveninabankfollowingthepassage.Readthepassagethroughcarefullymakingyourchoices.EachchoiceinthebankisidentifiedbyalettePleasemarktheletterforeachitemonAnswerSheet2withasinglelinethemaynotuseanyoftheinthebankthanonce.AccordingtopsychologistSharonDraper,ourclothingchoicescanabsolutelyaffectourwellbeing.Whenwewearill-fittingclothes,orfeelover-orunder-dressedforanevent,it’snaturaltofeelself-consciousorevenstressed.Conversely,shesays,optingforclothesthatfitwelland26withyoursenseofstylecanimproveyourconfidence.Butcanyouimproveyourhealththroughyour27clothing,withouthavingtodashoutandbuyawholenew28?saysIfyourgoalistoimproveyourthinking,sherecommendspickingclothesthatfitwellandareunlikelytoencouragerestlessness,so,avoidbows,tiesandunnecessary29.Italsohelpstooptforclothesyou30astyinginwithyourgoals,so,ifyouwanttoperformbetteratwork,selectpiecesyouviewasprofessional.Drapersaysthisfitsinwiththeconceptofbehavioralactivation,whereby31inabehavior(inthiscase,selectingclothes)cansetyouonthepathtothenachievingyourgoals(workingharder).Anotherwaytoimproveyour32ofmindistomixthingsup.Drapersaysweoftenfeelstuckinarut(常规)ifwewearthesameclothes—evenifthey’reourfavorites—thusoptingforanitemyoudon’twearoften,oraddingsomethingdifferenttoanoutfit,suchasahat,can33shiftyourmood.Ondayswhenyou’rereally34tobravetheworld,Drapersuggestsselectingsentimentalitemsofclothing,suchasonesyouworeonaspecialday,orgiventoyoubyalovedone,asclotheswith35associationscanhelpyoutapintoconstructiveemotions.A)accessoriesI)perceiveB)alignJ)positivelyC)concurrentlyK)profileD)currentL)prosperingE)engagingM)reluctantF)fondN)showcaseG)frameO)wardrobeH)locationsSectionBDirections:Inthissection,yougoingtoapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.maychooseaparagraphmorethanonce.EachparagraphismarkedwithaAnswerthequestionsbymarkingtheletteronAnswerSheet2.Domusiclessonsmakesmarter?A)Arecentanalysisfoundthatmostresearchmischaracterizestherelationshipbetweenmusicandskillsenhancement.B)In2004,apaperappearedinthejournalPsychologicalScience,titled“MusicLessonsEnhanceIQ.”Theauthor,composerandpsychologistGlennSchellenberg,hadconductedanexperimentwith144childrenrandomlyassignedtofourgroups:onelearnedthekeyboardforaonetooksinginglessons,onejoinedanactingclass,andacontrolgrouphadnoextracurriculartraining.TheIQofthechildreninthetwomusicalgroupsrosebyanaverageofsevenpointsinthecourseofayear;thoseintheothertwogroupsgainedanaverageof4.3points.C)Schellenberghadlongbeenskepticalofthesciencesupportingclaimsthatmusiceducationenhancesabstractreasoning,math,orlanguageskills.Ifchildrenwhoplaythepianoarehesays,itnecessarilymeantheyaresmarterbecausetheyplaythepiano.Itcouldbethattheyoungsterswhoplaythepianoalsohappentobemoreambitiousorbetteratfocusingonatask.Correlation,afterall,doesnotprovecausation.D)The2004paperwasspecificallydesignedtoaddressthoseconcerns.Andasapassionatemusician,Schellenbergwasdelightedwhenheturnedupcredibleevidencethatmusichastransfereffectsongeneralintelligence.Butnearlyadecadein2013,theEducationEndowmentFoundationfundedabiggerstudywithmorethan900students.Thatstudyfailedtoconfirmfindings,producingnoevidencethatmusiclessonsimprovedmathandliteracyskills.E)Schellenbergtookthatnewsinstridewhilecontinuingtocastaskepticaleyeontheresearchinhisfield.Recently,hedecidedtoformallyinvestigatejusthowoftenhisfellowresearchersinpsychologyandneurosciencemakewhathebelievesareerroneous—oratleastpremature—causalconnectionsbetweenmusicandintelligence.Hisresults,publishedinsuggestthatmanyofhispeersdojustthat.F)ForhisrecentSchellenbergaskedtworesearchassistantstolookforcorrelationalstudiesontheeffectsofmusiceducation.Theyfoundatotalofpaperspublishedsince2000.assesswhethertheauthorsclaimedanycausation,researchersthenlookedfortelltaleverbsineachpaper’stitleandabstract,verbslike“enhance,”“promote,”“facilitate,”and“strengthen.”Thepaperswerecategorizedasneuroscienceifthestudyemployedabrainimagingmethodlikemagneticresonance,orifthestudyappearedinajournalthathad“brain,”“neuroscience,”orarelatedterminitstitle.OtherwisethepaperswerecategorizedasSchellenbergtellhisassistantswhatexactlyhewastryingtoprove.G)Aftercomputingtheirassessments,Schellenbergconcludedthatthemajorityofthearticleserroneouslyclaimedthatmusictraininghadacausaleffect.Theoverselling,healsofound,wasmoreprevalentamongneurosciencestudies,threequartersofwhichmischaracterizedamereassociationbetweenmusictrainingandskillsenhancementasacause-and-effectrelationship.Thismaycomeasasurprisetosome.Psychologistshavebeenbattlingchargesthattheydon’tdo“real”scienceforsometime—inlargepartbecausemanyfindingsfromclassicexperimentshaveprovedunreproducible.Neuroscientists,ontheotherhand,armedwithbrainscansandEEGs(脑电图),havenotbeensubjecttothesamedegreeofcritique.H)argueforacause-and-effectrelationship,scientistsmustattempttoexplainwhyandhowaconnectioncouldWhenitcomestotransfereffectsofmusic,scientistsfrequentlypointtobrainplasticity—thefactthatthebrainchangesaccordingtohowweuseit.Whenachildlearnstoplaytheviolin,forexample,severalstudieshaveshownthatthebrainregionresponsibleforthefinemotorskillsoftheleftfingersislikelytoAndmanyexperimentshaveshownthatmusicaltrainingimprovescertainhearingcapabilities,likefilteringvoicesfrombackgroundnoiseordistinguishingthedifferencebetweentheconsonants辅音)‘b’and‘g’.I)ButSchellenbergremainshighlycriticalofhowtheconceptofplasticityhasbeenappliedinhisfield.“Plasticityhasbecomeanindustryofitsown,”hewroteinhisMayPracticedoeschangethebrain,heallows,butwhatisquestionableistheassertionthatthesechangesaffectotherbrainregions,suchasthoseresponsibleforspatialreasoningormathproblems.J)NeuropsychologistLutzJänckeagrees.“Mostofthesestudiesallowforcausalinferences,”hesaid.Forovertwodecades,Jänckehasresearchedtheeffectsofmusiclessons,andlikeSchellenberg,hebelievesthattheonlywaytotrulyunderstandtheireffectsistorunlongitudinalstudies.Insuchstudies,researcherswouldneedtofollowgroupsofchildrenwithandwithoutmusiclessonsoveralongperiodoftime—eveniftheassignmentsarenotcompletelyrandom.Thentheycouldcompareoutcomesforeachgroup.K)Someresearchersarestartingtodojustthat.TheneuroscientistPeterSchneiderfromHeidelbergUniversityinGermany,forexample,hasbeenfollowingagroupofchildrenfortenyearsSomeofthemwerehandedmusicalinstrumentsandgivenlessonsthroughaschool-basedprogramintheRuhrregionofGermanycalledJedemKindeinInstrument,or“aninstrumentforeverychild,”whichwascarriedoutwithgovernmentfunding.Amongthesechildren,Schneiderhasfoundthatthosewhowereenthusiasticaboutmusicandwhopracticedvoluntarilyshowedimprovementsinhearingability,aswellasinmoregeneralcompetencies,suchastheabilitytoconcentrate.L)establishwhethereffectssuchasimprovedconcentrationarecausedbymusicparticipationitself,andnotbyinvestingtimeinanextracurricularactivityofanykind,AssalHabibi,apsychologyprofessorattheUniversityofSouthernCalifornia,isconductingafive-yearlongitudinalstudywithchildrenfromlow-incomecommunitiesinLosAngeles.Theyoungstersfallintothreegroups:thosewhotakeafter-schoolmusic,thosewhodoafter-schoolsports,andthosewithnostructuredafter-schoolprogramatall.Aftertwoyears,Habibiandhercolleaguesreportedseeingstructuralchangesinthebrainsofthemusicallytrainedchildren,bothlocallyandinthepathwaysconnectingdifferentpartsofthebrain.M)Thatmayseemcompelling,butchildrenwerenotselectedDidthechildrenwhoweredrawntomusicperhapshavesomethinginthemfromthestartthatmadethemdifferentbuteludedthebrainscanners?“Assomebodywhostartedtakingpianolessonsattheageoffiveandgotupeverymorningatseventopractice,thatexperiencechangedmeandmademepartofwhoIamSchellenbergsaid.“Thequestioniswhetherthosekindsofexperiencesdososystematicallyacrossindividualsandcreateexactlythesamechanges.AndIthinkthatisthathugeleapoffaith.”N)Didhehaveahiddentalentthatothersdidn’thave?Ormoreendurancethanhispeers?Musicresearcherstend,likeSchellenberg,tobemusiciansthemselves,andashenotedinhisrecentpaper,“theideaofpositivecognitiveandneuralsideeffectsfrommusictraining(andotherpleasurableactivities)isinherentlyappealing.”Healsoadmitsthatifhehadchildrenofhisown,hewouldencouragethemtotakemusiclessonsandgoto“Iwouldthinkthatitmakesthembetterpeople,morecritical,justwiseringeneral,”hesaid.O)Butthoseconvictionsshouldbecheckedattheentrancetothelab,headded.Otherwise,theworkbecomesreligionorfaith.havetoletgoofyourfaithifyouwanttobeascientist.”36.GlennlatestresearchsuggestsmanypsychologistsandneuroscientistswronglybelieveinthecausalrelationshipbetweenmusicandIQ.37.Thebeliefinthepositiveeffectsofmusictrainingappealstomanyresearcherswhoaremusiciansthemselves.38.GlennSchellenbergwasdoubtfulabouttheclaimthatmusiceducationhelpsenhanceintelligence.39.GlennSchellenbergcametotheconclusionthatmostofthepapersassessedmadethewrongclaimregardingeffectonintelligence.40.mustabandonyourunverifiedbeliefsbeforeyoubecomeascientist.41.Lotsofexperimentshavedemonstratedthatpeoplewithmusictrainingcanbetterdifferentiatecertainsounds.42.Glennfindingsatthebeginningofthiscenturywerenotsupportedbyastudycarriedoutsometenyears43.OneresearchersharesGlennSchellenberg’sviewthatitisnecessarytoconductlong-termdevelopmentalstudiestounderstandtheeffectsofmusictraining.44.Glennresearchassistantshadnoideawhathewastryingtoproveinhisnew45.GlennSchellenbergadmitsthatpracticecanchangecertainareasofthebrainbutdoubtsthatthechangecanaffectotherareas.SectionCDirections:There2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemfourchoicesmarkedA),B),C)andD).shoulddecideonthebestchoiceandmarktheletteronAnswerSheet2withasinglelinethePassageOneQuestions46to50basedonthefollowingpassage.ThetrendtowardrationalityandenlightenmentwasendangeredlongbeforetheadventoftheAsNeilPostmannotedinhis1985bookAmusingOurselvestoDeath,theriseoftelevisionintroducednotjustanewmediumbutanewdiscourse:agradualshiftfromatypographic(印刷的)culturetoaphotographicone,whichinturnmeantashiftfromrationalitytoemotions,expositiontoentertainment.Inanimage-centeredandpleasure-drivenworld,Postmannoted,thereisnoplaceforrationalthinking,becauseyousimplycannotthinkwithimages.Itistextthatenablesusto“uncoverlies,confusionsandovergeneralizations,andtodetectabusesoflogicandcommonsense.Italsomeanstoweighideas,tocompareandcontrastassertions,toconnectonegeneralizationtoThedominanceoftelevisionwasnotconfinedtoourlivingrooms.Itoverturnedallofthosehabitsofmind,fundamentallychangingourexperienceoftheworld,affectingtheconductofpolitics,religion,business,andculture.Itreducedmanyaspectsofmodernlifetoentertainment,sensationalism,andcommerce.“AmericanstalktoeachweentertaineachPostmanwrote.“Theyexchangeideas;theyexchangeimages.Theydonotwithpropositions;theywithgoodlooks,celebritiesandcommercials.”Atfirst,thewebseemedtopushagainstthistrend.Whenitemergedtowardstheendofthe1980sasapurelytext-basedmedium,itwasseenasatooltopursueknowledge,notpleasure.Reasonandthoughtweremostvaluedinthisgarden—allderivedfromtheprojectoftheEnlightenment.Universitiesaroundtheworldwereamongthefirsttoconnecttothisnewmedium,whichhosteddiscussiongroups,informativepersonalorgroupblogs,electronicmagazines,andacademicmailinglistsandforums.Itwasanintellectualproject,notaboutcommerceorcontrol,createdinascientificresearchcenterinSwitzerland.Andformorethanadecade,thewebcreatedanalternativespacethatthreatenedgriponSocialnetworks,though,havesincecolonizedthewebforvalues.FromFacebooktoInstagram,themediumrefocusesourattentiononvideosandimages,rewardingemotionalappeals—‘like’buttons—overrationalones.Insteadofaquestforknowledge,itengagesusinanendlesszest(热情)forinstantapprovalfromanaudience,forwhichweareconstantlybutunconsciouslyperforming.tellingthat,whileGooglebeganlifeasaPhDthesis,Facebookstartedasatooltojudgeclassmates’appearances.)Itreducesourcuriositybyshowingusexactlywhatwealreadywantandthink,basedonourprofilesandpreferences.Themotto(座右铭)of‘Daretoknow’hasbecome‘Darenottocareto46.WhatdidNeilPostmansayabouttheriseoftelevision?A)Itinitiatedachangefromdominanceofreasontosupremacyofpleasure.B)Itbroughtaboutagradualshiftfromcinemagoingtohomeentertainment.C)ItstartedarevolutioninphotographicD)Itmarkedanewageintheentertainment47.Accordingtothepassage,whatistheadvantageoftextreading?A)Itgivesoneaccesstohugeamountsofinformation.B)ItallowsmoreinformationtobeprocessedC)Itiscapableofenrichinglife.D)Itisconducivetocriticalthinking.48.HowhastelevisionimpactedAmericans?A)Ithasgiventhemalotmoretoabout.C)IthasmadethemcaremoreaboutwhattheyB)Ithasbroughtcelebritiesclosertotheirlives.D)Ithasrenderedtheirinteractionsmoresuperficial.49.WhatdoesthepassagesayabouttheA)Itwasdevelopedprimarilyforuniversitiesworldwide.B)Itwascreatedtoconnectpeopleindifferentcountries.C)Itwasviewedasameanstoquestforknowledge.D)Itwasdesignedasadiscussionforumforuniversitystudents.50.Whatdowelearnaboutusersofsocialmedia?A)Theyarebentonlookingforanalternativespaceforescape.B)Theyareconstantlyseekingapprovalfromtheiraudience.C)Theyareforeverengagedinhuntingfornewinformation.D)Theyareunabletofocustheirattentionontasksforlong.PassageQuestions51to55basedonthefollowingpassage.Accordingtoarecentasmallbutgrowingproportionoftheworkforceisaffectedtosomedegreebyasenseofentitlement.islessaboutwhattheycancontributebutmoreaboutwhattheycantake.Itcanleadtoworkplacedysfunctionanddiminishtheirownjobsatisfaction.I’mnotreferringtoemployeeswhoarelegitimatelydissatisfiedwiththeiremploymentconditionsdueto,beingdeniedfairpayorflexibleworkpractices.I’mtalkingaboutthosewhoconsistentlybelievetheydeservespecialtreatmentandgenerousrewards.anexpectationthatexistsirrespectiveoftheirabilitiesorlevelsofperformance.Asaresultofthatdiscrepancybetweentheprivilegestheyfeelthey’reowedandtheirinflatedsenseofself-worth,theyworkashardfortheirTheypreferinsteadtoslackoff.atendencywhichmanyscholarsbelievebeginsinchildhoodduetoparentswhooverindulgetheirkids.Thistherebyleadsthemtoexpectthesamekindofspoilttreatmentthroughouttheiradultlives.Andyetdespitehowtheseemployeesfeel,obviouslyimportantfortheirmanagertononethelessfindouthowtokeepthemmotivated.And,byvirtueofthatheightenedmotivation,toperformwell.TheresearchteamfromseveralAmericanuniversitiessurveyedmorethan240individuals.Theysampledmanagersaswellasteammembers.Employeeentitlementwasmeasuredbystatementssuchas“IhonestlyfeelI’mjustmoredeservingthanothers”.Therespondentshadtoratetheextentoftheiragreement.Employeeengagement,meanwhile,wasassessedwithstatementslike“Ireallythrowmyselfintomywork.”Thefindingsrevealedethicalleadershipispreciselywhatalleviatesthenegativeeffectsofemployeeentitlement.That’sbecauseratherthanindulgingemployeesorneglectingthem,ethicalleaderscommunicateverydirectandclearexpectations.Theyalsoholdemploy