英语六级 2021年12月·第2套 · 真题整卷

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英语六级2021年12月·第2套真题全卷客观题参考答案速查如下表,按卷面顺序逐题型列出;写作、翻译等主观题无标准答案,参考范文与逐题解析见对应题型解析页。

英语六级 2021年12月·第2套 真题(整卷) 客观题参考答案速查表
题型(卷面位置) 参考答案
写作 Part I 主观题 · 参考范文与逐题解析见 写作解析页
听力 Part II (1–25 题) 1 A · 2 B · 3 D · 4 A · 5 D · 6 A · 7 C · 8 B · 9 C · 10 B · 11 B · 12 C · 13 D · 14 B · 15 A · 16 C · 17 D · 18 A · 19 D · 20 C · 21 A · 22 A · 23 D · 24 C · 25 B
完形填空(选词填空) Part III Section A (26–35 题) 26 B align · 27 D current · 28 O wardrobe · 29 A accessories · 30 I perceive · 31 E engaging · 32 G frame · 33 J positively · 34 M reluctant · 35 F fond
长篇阅读(信息匹配) Part III Section B (36–45 题) 36 E · 37 N · 38 C · 39 G · 40 O · 41 H · 42 D · 43 J · 44 F · 45 I
阅读理解(四选一) Part III Section C (1) (46–50 题) 46 A · 47 D · 48 D · 49 C · 50 B
阅读理解(四选一) Part III Section C (2) (51–55 题) 51 B · 52 B · 53 D · 54 C · 55 A
汉译英(段落翻译) Part IV 主观题 · 参考范文与逐题解析见 汉译英(段落翻译)解析页

整卷试卷排版

六级 · 真题卷第2套 · 2021年12月
Part IWriting(30 minutes)
英语六级2021年12月·第2套真题
Directions: For this part, you are allowed 30 minutes to write an essay related to the short passage given below. In your essay, you are to comment on the phenomenon described in the passage and suggest measures to address the issue. You should write at least 150 words but no more than 200 words.
Nowadays star chasing is prevalent among many teenagers. They take pop stars as their idols, imitating their way of talking, following their style of dressing9 and seeking every chance to meet them in person at great expenses.
Part IIListening Comprehension(30 minutes)
英语六级2021年12月·第2套真题
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 has given rise to much controversy.
B)It has been very favorably received.
C)It was primarily written for vegetarians.
D)It offends many environmentalists.
2.
A)She neglects people's efforts in animal protection.
B)She tries to force people to accept her radical ideas.
C)She ignores the various benefits of public transport.
D)She insists vegetarians are harming the environment.
3.
A)They are significant.
B)They are revolutionary.
C)They are rational.
D)They are modest.
4.
A)It would help to protect the environment.
B)It would generate money for public health.
C)It would need support from the general public.
D)It would force poor people to change their diet.
Questions 5 to 8 are based on the conversation you have just heard.
5.
A)Where successful people's strengths come from.
B)Why many people fight so hard for success.
C)How she achieved her life's goal.
D)What makes people successful.
6.
A)Having someone who has confidence in them.
B)Having someone who is ready to help them.
C)Having a firm belief in their own ability.
D)Having a realistic attitude towards life.
7.
A)They adjust their goals accordingly.
B)They try hard to appear optimistic.
C)They stay positive.
D)They remain calm.
8.
A)An understanding leadership.
B)A nurturing environment.
C)Mutual respect among colleagues.
D)Highly cooperative teammates.
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)They use their sense of hearing to capture their prey.
B)Their food mainly consists of small animals and fish.
C)They have big eyes and distinctive visual centers.
D)Their ancestor is different from that of micro bats.
10.
A)With the help of moonlight.
B)By means of echolocation.
C)With the aid of daylight vision.
D)By means of vision and smell.
11.
A)To make up for their natural absence of vision.
B)To adapt themselves to a particular lifestyle.
C)To facilitate their travel over long distances.
D)To survive in the ever-changing weather.
Questions 12 to 15 are based on the passage you have just heard.
12.
A)They acquire knowledge not found in books.
B)They learn how to interact with their peers.
C)They become more emotionally aggressive.
D)They get much better prepared for school.
13.
A)They are far from emotionally prepared.
B)They tend to be more attracted by images.
C)They can't follow the conflicts in the show.
D)They lack the cognitive and memory skills.
14.
A)Choose appropriate programs for their children.
B)Help their children understand the program's plot.
C)Outline the program's plot for their children first.
D)Monitor their children's watching of TV programs.
15.
A)Explain its message to their children.
B)Check if their children have enjoyed it.
C)Encourage their children to retell the story.
D)Ask their children to describe its characters.
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 I with a single line through the centre.
Questions 16 to 18 are based on the recording you have just heard.
16.
A)They are afraid of injuring their feet.
B)They have never developed the habit.
C)They believe a little dirt harms no one.
D)They find it rather troublesome to do so.
17.
A)Different types of bacteria existed on public-toilet floors.
B)There were more bacteria on sidewalks than in the home.
C)Office carpets collected more bacteria than elsewhere.
D)A large number of bacteria collected on a single shoe.
18.
A)The chemicals on shoes can deteriorate air quality.
B)Shoes can upset family members with their noise.
C)The marks left by shoes are hard to erase.
D)Shoes can leave scratches on the floor.
Questions 19 to 21 are based on the recording you have just heard.
19.
A)It is sinful and immoral.
B)It is deemed uncivilized.
C)It is an uncontrollable behavior.
D)It is a violation of faith and trust.
20.
A)Assess their consequences.
B)Guard against their harm.
C)Accept them as normal.
D)Find out their causes.
21.
A)Try to understand what messages they convey.
B)Pay attention to their possible consequences.
C)Consider them from different perspectives.
D)Make sure they are brought under control.
Questions 22 to 25 are based on the recording you have just heard.
22.
A)Cultivation of new varieties of crops.
B)Measures to cope with climate change.
C)Development of more effective pesticides.
D)Application of more nitrogen-rich fertilizers.
23.
A)The expansion of farmland in developing countries.
B)The research on crop rotation in developing countries.
C)The cooperation of the world's agricultural scientists.
D)The improvement of agricultural infrastructure.
24.
A)For encouraging farmers to embrace new farming techniques.
B)For aligning their research with advances in farming technology.
C)For turning their focus to the needs of farmers in poorer countries.
D)For cooperating closely with policymakers in developing countries.
25.
A)Rapid transition to become a food exporter.
B)Substantial funding in agricultural research.
C)Quick rise to become a leading grain producer.
D)Assumption of humanitarian responsibilities.
Part IIIReading Comprehension(40 minutes)
英语六级2021年12月·第2套真题
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.
According to psychologist Sharon Draper, our clothing choices can absolutely affect our well-being. When we wear ill-fitting clothes, or feel over- or under-dressed for an event, it's natural to feel self-conscious or even stressed. Conversely, she says, opting for clothes that fit well and  26  with your sense of style can improve your confidence.
But can you improve your health through your  27  clothing, without having to dash out and buy a whole new  28  ? "Absolutely," says Draper. If your goal is to improve your thinking, she recommends picking clothes that fit well and are unlikely to encourage restlessness, so avoid bows, ties and unnecessary  29  . It also helps to opt for clothes you  30  as tying in with your goals, so if you want to perform better at work, select pieces you view as professional. Draper says this fits in with the concept of behavioral activation, whereby  31  in a behavior (in this case, selecting clothes) can set you on the path to then achieving your goals (working harder).
Another way to improve your  32  of mind is to mix things up. Draper says we often feel stuck in a rut(常规) if we wear the same clothes—even if they're our favorites—thus opting for an item you don't wear often, or adding something different to an outfit, such as a hat, can  33  shift your mood. On days when you're really  34  to brave the world, Draper suggests selecting sentimental items of clothing, such as ones you wore on a special day, or given to you by a loved one, as clothes with  35  associations can help you tap into constructive emotions.
A)accessories
B)align
C)concurrently
D)current
E)engaging
F)fond
G)frame
H)locations
I)perceive
J)positively
K)profile
L)prospering
M)reluctant
N)showcase
O)wardrobe
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.
Do music lessons really make children smarter?
A)
A recent analysis found that most research mischaracterizes the relationship between music and skills enhancement.
B)
In 2004, a paper appeared in the journal Psychological Science, titled "Music Lessons Enhance IQ." The author, composer and psychologist Glenn Schellenberg had conducted an experiment with 144 children randomly assigned to four groups: one learned the keyboard for a year, one took singing lessons, one joined an acting class, and a control group had no extracurricular training. The IQ of the children in the two musical groups rose by an average of seven points in the course of a year; those in the other two groups gained an average of 4.3 points.
C)
Schellenberg had long been skeptical of the science supporting claims that music education enhances children's abstract reasoning, math, or language skills. If children who play the piano are smarter, he says, it doesn't necessarily mean they are smarter because they play the piano. It could be that the youngsters who play the piano also happen to be more ambitious or better at focusing on a task. Correlation, after all, does not prove causation.
D)
The 2004 paper was specifically designed to address those concerns. And as a passionate musician, Schellenberg was delighted when he turned up credible evidence that music has transfer effects on general intelligence. But nearly a decade later, in 2013, the Education Endowment Foundation funded a bigger study with more than 900 students. That study failed to confirm Schellenberg's findings, producing no evidence that music lessons improved math and literacy skills.
E)
Schellenberg took that news in stride while continuing to cast a skeptical eye on the research in his field. Recently, he decided to formally investigate just how often his fellow researchers in psychology and neuroscience make what he believes are erroneous—or at least premature—causal connections between music and intelligence. His results, published in May, suggest that many of his peers do just that.
F)
For his recent study, Schellenberg asked two research assistants to look for correlational studies on the effects of music education. They found a total of 114 papers published since 2000. To assess whether the authors claimed any causation, researchers then looked for telltale verbs in each paper's title and abstract, verbs like "enhance," "promote," "facilitate," and "strengthen." The papers were categorized as neuroscience if the study employed a brain imaging method like magnetic resonance, or if the study appeared in a journal that had "brain," "neuroscience," or a related term in its title. Otherwise the papers were categorized as psychology. Schellenberg didn't tell his assistants what exactly he was trying to prove.
G)
After computing their assessments, Schellenberg concluded that the majority of the articles erroneously claimed that music training had a causal effect. The overselling, he also found, was more prevalent among neuroscience studies, three quarters of which mischaracterized a mere association between music training and skills enhancement as a cause-and-effect relationship. This may come as a surprise to some. Psychologists have been battling charges that they don't do "real" science for some time—in large part because many findings from classic experiments have proved unreproducible. Neuroscientists, on the other hand, armed with brain scans and EEGs(脑电图), have not been subject to the same degree of critique.
H)
To argue for a cause-and-effect relationship, scientists must attempt to explain why and how a connection could occur. When it comes to transfer effects of music, scientists frequently point to brain plasticity—the fact that the brain changes according to how we use it. When a child learns to play the violin, for example, several studies have shown that the brain region responsible for the fine motor skills of the left hand's fingers is likely to grow. And many experiments have shown that musical training improves certain hearing capabilities, like filtering voices from background noise or distinguishing the difference between the consonants(辅音) 'b' and 'g'.
I)
But Schellenberg remains highly critical of how the concept of plasticity has been applied in his field. "Plasticity has become an industry of its own," he wrote in his May paper. Practice does change the brain, he allows, but what is questionable is the assertion that these changes affect other brain regions, such as those responsible for spatial reasoning or math problems.
J)
Neuropsychologist Lutz Jancke agrees. "Most of these studies don't allow for causal inferences," he said. For over two decades, Jancke has researched the effects of music lessons, and like Schellenberg, he believes that the only way to truly understand their effects is to run longitudinal studies. In such studies, researchers would need to follow groups of children with and without music lessons over a long period of time—even if the assignments are not completely random. Then they could compare outcomes for each group.
K)
Some researchers are starting to do just that. The neuroscientist Peter Schneider from Heidelberg University in Germany, for example, has been following a group of children for ten years now. Some of them were handed musical instruments and given lessons through a school-based program in the Ruhr region of Germany called Jedem Kind ein Instrument, or "an instrument for every child," which was carried out with government funding. Among these children, Schneider has found that those who were enthusiastic about music and who practiced voluntarily showed improvements in hearing ability, as well as in more general competencies, such as the ability to concentrate.
L)
To establish whether effects such as improved concentration are caused by music participation itself, and not by investing time in an extracurricular activity of any kind, Assal Habibi, a psychology professor at the University of Southern California, is conducting a five-year longitudinal study with children from low-income communities in Los Angeles. The youngsters fall into three groups: those who take after-school music, those who do after-school sports, and those with no structured after-school program at all. After two years, Habibi and her colleagues reported seeing structural changes in the brains of the musically trained children, both locally and in the pathways connecting different parts of the brain.
M)
That may seem compelling, but Habibi's children were not selected randomly. Did the children who were drawn to music perhaps have something in them from the start that made them different but eluded the brain scanners? "As somebody who started taking piano lessons at the age of five and got up every morning at seven to practice, that experience changed me and made me part of who I am today," Schellenberg said. "The question is whether those kinds of experiences do so systematically across individuals and create exactly the same changes. And I think that is that huge leap of faith."
N)
Did he have a hidden talent that others didn't have? Or more endurance than his peers? Music researchers tend, like Schellenberg, to be musicians themselves, and as he noted in his recent paper, "the idea of positive cognitive and neural side effects from music training (and other pleasurable activities) is inherently appealing." He also admits that if he had children of his own, he would encourage them to take music lessons and go to university. "I would think that it makes them better people, more critical, just wiser in general," he said.
O)
But those convictions should be checked at the entrance to the lab, he added. Otherwise, the work becomes religion or faith. "You have to let go of your faith if you want to be a scientist."
36.
Glenn Schellenberg's latest research suggests many psychologists and neuroscientists wrongly believe in the causal relationship between music and IQ.
37.
The belief in the positive effects of music training appeals to many researchers who are musicians themselves.
38.
Glenn Schellenberg was doubtful about the claim that music education helps enhance children's intelligence.
39.
Glenn Schellenberg came to the conclusion that most of the papers assessed made the wrong claim regarding music's effect on intelligence.
40.
You must abandon your unverified beliefs before you become a scientist.
41.
Lots of experiments have demonstrated that people with music training can better differentiate certain sounds.
42.
Glenn Schellenberg's findings at the beginning of this century were not supported by a larger study carried out some ten years later.
43.
One researcher shares Glenn Schellenberg's view that it is necessary to conduct long-term developmental studies to understand the effects of music training.
44.
Glenn Schellenberg's research assistants had no idea what he was trying to prove in his new study.
45.
Glenn Schellenberg admits that practice can change certain areas of the brain but doubts that the change can affect other areas.
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 trend toward rationality and enlightenment was endangered long before the advent of the World Wide Web. As Neil Postman noted in his 1985 book Amusing Ourselves to Death, the rise of television introduced not just a new medium but a new discourse: a gradual shift from a typographic(印刷的) culture to a photographic one, which in turn meant a shift from rationality to emotions, exposition to entertainment. In an image-centered and pleasure-driven world, Postman noted, there is no place for rational thinking, because you simply cannot think with images. It is text that enables us to "uncover lies, confusions and overgeneralizations, and to detect abuses of logic and common sense. It also means to weigh ideas, to compare and contrast assertions, to connect one generalization to another."
The dominance of television was not confined to our living rooms. It overturned all of those habits of mind, fundamentally changing our experience of the world, affecting the conduct of politics, religion, business, and culture. It reduced many aspects of modern life to entertainment, sensationalism, and commerce. "Americans don't talk to each other, we entertain each other," Postman wrote. "They don't exchange ideas, they exchange images. They do not argue with propositions, they argue with good looks, celebrities and commercials."
At first, the web seemed to push against this trend. When it emerged towards the end of the 1980s as a purely text-based medium, it was seen as a tool to pursue knowledge, not pleasure. Reason and thought were most valued in this garden—all derived from the project of the Enlightenment. Universities around the world were among the first to connect to this new medium, which hosted discussion groups, informative personal or group blogs, electronic magazines, and academic mailing lists and forums. It was an intellectual project, not about commerce or control, created in a scientific research center in Switzerland. And for more than a decade, the web created an alternative space that threatened television's grip on society.
Social networks, though, have since colonized the web for television's values. From Facebook to Instagram, the medium refocuses our attention on videos and images, rewarding emotional appeals—'like' buttons—over rational ones. Instead of a quest for knowledge, it engages us in an endless zest(热情) for instant approval from an audience, for which we are constantly but unconsciously performing. (It's telling that, while Google began life as a PhD thesis, Facebook started as a tool to judge classmates, appearances.) It reduces our curiosity by showing us exactly what we already want and think, based on our profiles and preferences. The Enlightenment's motto(座右铭) of 'Dare to know' has become 'Dare not to care to know.'
46.
What did Neil Postman say about the rise of television?
A)It initiated a change from dominance of reason to supremacy of pleasure.
B)It brought about a gradual shift from cinema going to home entertainment.
C)It started a revolution in photographic technology.
D)It marked a new age in the entertainment industry.
47.
According to the passage, what is the advantage of text reading?
A)It gives one access to huge amounts of information.
B)It allows more information to be processed quickly.
C)It is capable of enriching one's life.
D)It is conducive to critical thinking.
48.
How has television impacted Americans?
A)It has given them a lot more to argue about.
B)It has brought celebrities closer to their lives.
C)It has made them care more about what they say.
D)It has rendered their interactions more superficial.
49.
What does the passage say about the World Wide Web?
A)It was developed primarily for universities worldwide.
B)It was created to connect people in different countries.
C)It was viewed as a means to quest for knowledge.
D)It was designed as a discussion forum for university students.
50.
What do we learn about users of social media?
A)They are bent on looking for an alternative space for escape.
B)They are constantly seeking approval from their audience.
C)They are forever engaged in hunting for new information.
D)They are unable to focus their attention on tasks for long.
Passage Two
Questions 51 to 55 are based on the following passage.
According to a recent study, a small but growing proportion of the workforce is affected to some degree by a sense of entitlement. Work is less about what they can contribute but more about what they can take. It can lead to workplace dysfunction and diminish their own job satisfaction. I'm not referring to employees who are legitimately dissatisfied with their employment conditions due to, say, being denied fair pay or flexible work practices. I'm talking about those who consistently believe they deserve special treatment and generous rewards. It's an expectation that exists irrespective of their abilities or levels of performance.
As a result of that discrepancy between the privileges they feel they're owed and their inflated sense of self-worth, they don't work as hard for their employer. They prefer instead to slack off. It's a tendency which many scholars believe begins in childhood due to parents who overindulge their kids. This thereby leads them to expect the same kind of spoilt treatment throughout their adult lives. And yet despite how these employees feel, it's obviously important for their manager to nonetheless find out how to keep them motivated. And, by virtue of that heightened motivation, to perform well.
The research team from several American universities surveyed more than 240 individuals. They sampled managers as well as team members. Employee entitlement was measured by statements such as "I honestly feel I'm just more deserving than others." The respondents had to rate the extent of their agreement. Employee engagement, meanwhile, was assessed with statements like "I really throw myself into my work." The findings revealed ethical leadership is precisely what alleviates the negative effects of employee entitlement. That's because rather than indulging employees or neglecting them, ethical leaders communicate very direct and clear expectations. They also hold employees accountable for their behaviors and are genuinely committed to doing the right thing. Additionally, these leaders are consistent in their standards. They're also less likely to deviate in how they treat employees.
This means, when confronted by an entitled team member, an ethical leader is significantly disinclined to accommodate their demands. He or she will instead point out, constructively and tactfully, exactly how their inflated sense of deservingness is somewhat distorted. They'd then go further to explain the specific, and objective, criteria the employee must meet to receive their desired rewards. This shift away from unrealistic expectations is successful because entitled employees feel more confident that ethical leaders will deliver on their promises. This occurs because they're perceived to be fair and trustworthy.
The researchers, however, exercise caution by warning no one single response is the perfect remedy. But there's no denying ethical leadership is at least a critical step in the right direction.
51.
What does a recent study find about a growing number of workers?
A)They attempt to make more contributions.
B)They feel they deserve more than they get.
C)They attach importance to job satisfaction.
D)They try to diminish workplace dysfunction.
52.
Why don't some employees work hard according to many scholars?
A)They lack a strong sense of self-worth.
B)They were spoiled when growing up.
C)They have received unfair treatment.
D)They are overindulged by their boss.
53.
What is a manager supposed to do to enable workers to do a better job?
A)Be aware of their emotions.
B)Give them timely promotions.
C)Keep a record of their performance.
D)Seek ways to sustain their motivation.
54.
What do the research findings reveal about ethical leaders?
A)They are held accountable by their employees.
B)They are always transparent in their likes and dislikes.
C)They convey their requirements in a straightforward way.
D)They make it a point to be on good terms with their employees.
55.
What kind of leaders are viewed as ethical by entitled employees?
A)Those who can be counted on to fulfill commitments.
B)Those who can do things beyond normal expectations.
C)Those who exercise caution in making major decisions.
D)Those who know how to satisfy their employees' needs.
Part IVTranslation(30 minutes)
英语六级2021年12月·第2套真题
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.
延安位于陕西省北部,地处黄河中游,是中国革命的圣地。毛泽东等老一辈革命家曾在这里生活战斗了十三个春秋,领导了抗日战争和解放战争,培育了延安精神,为中国革命做出了巨大贡献。延安的革命旧址全国数量最大、分布最广,级别最高。延安是全国爱国主义、革命传统和延安精神教育基地。延安有9个革命纪念馆,珍藏着中共中央和老一辈革命家在延安时期留存下来的大量重要物品,因此享有 "中国革命博物馆城" 的美誉。
FAQ · 常见问题

关于英语六级 2021年12月·第2套 真题(整卷)的常见问题

2021年12月英语六级真题第2套由哪些部分组成?
2021年12月英语六级真题第2套由写作、听力、阅读、翻译四大部分共13个模块组成:写作1篇、听力7个模块(2段长对话+2篇短文+3篇讲座)、选词填空1篇、长篇阅读信息匹配1篇、仔细阅读四选一2篇、汉译英翻译1篇。
2021年12月六级第2套听力部分有多少道题、结构是怎样的?
2021年12月六级第2套听力共25道四选一选择题,分三节:Section A为两段长对话(第1–8题),Section B为两篇短文(第9–15题),Section C为三篇讲座或讲话(第16–25题)。
2021年12月英语六级第2套阅读文章的CEFR难度如何分布?
2021年12月英语六级第2套的4篇阅读文章为B2两篇、C1两篇。选词填空(穿衣与情绪)和仔细阅读(员工权益感)为B2;长篇阅读(音乐课与智力)和仔细阅读(社交媒体)为C1。
2021年12月六级第2套阅读文章总词量有多大?
2021年12月六级第2套4篇阅读文章合计约2378词。其中篇幅最长的是长篇阅读信息匹配文章《Do music lessons really make children smarter?》,约1218词;社交媒体文章约437词,员工权益感文章约451词,选词填空穿衣文章约272词。
2021年12月英语六级第2套各题型分别多少题?
2021年12月英语六级第2套客观选择题共55道:听力25题、选词填空10个空(第26–35题)、长篇阅读信息匹配10题(第36–45题)、仔细阅读四选一10题(第46–55题,两篇各5题);另有写作和汉译英翻译各1篇。
2021年12月英语六级第2套的作文题目是什么?
2021年12月英语六级第2套作文要求就“追星”(star chasing)现象写一篇150–200词的短文。题目给出材料:如今追星在青少年中盛行,他们把流行明星当偶像,模仿其言谈与穿着、不惜花费寻找机会当面见偶像;考生需评论这一现象并提出应对措施。
2021年12月六级第2套翻译考的什么主题?
2021年12月六级第2套汉译英考的是“延安”。原文介绍延安位于陕西省北部、地处黄河中游,是中国革命圣地;毛泽东等老一辈革命家曾在此生活战斗十三个春秋、领导抗日战争和解放战争、培育了延安精神;延安革命旧址数量最大、分布最广、级别最高,拥有9个革命纪念馆,享有“中国革命博物馆城”的美誉。
2021年12月英语六级第2套选词填空讲的什么内容?
2021年12月英语六级第2套选词填空是一篇关于穿衣与情绪的文章,源自《悉尼先驱晨报》网站“Can Your Wardrobe Actually Boost Your Mood?”。心理学家Sharon Draper指出服装选择会影响身心状态:穿合身、契合个人风格的衣服能提升自信;挑选与目标一致、或带有美好联想的衣物有助于改善情绪与思维。
2021年12月六级第2套长篇阅读(信息匹配)讲什么?
2021年12月六级第2套长篇阅读文章标题为《Do music lessons really make children smarter?》,源自Undark Magazine。文章围绕作曲家兼心理学家Glenn Schellenberg的研究展开:他早年发现音乐课能提高IQ,但更大规模研究未能证实,他进而指出许多心理学与神经科学论文错误地把音乐训练与能力提升的相关关系说成因果关系。
2021年12月英语六级第2套两篇仔细阅读(四选一)分别讲什么?
2021年12月英语六级第2套第46–50题的文章《How Social Media Endangers Knowledge》借Neil Postman 1985年《Amusing Ourselves to Death》的观点,论述电视把印刷文化推向图像文化、由理性转向娱乐,而早期以文本为主的万维网曾是求知工具,社交网络却让网络回到电视式的娱乐与即时认同价值;第51–55题的文章源自《Journal of Business Ethics》,讨论“员工权益感”与道德领导力——道德领导通过明确期望、一致标准与说到做到,缓解员工过度权益感带来的负面影响。
2021年12月六级第2套听力长对话和短文都讲了什么话题?
2021年12月六级第2套两段长对话分别是环保活动家Meghan Brown谈新书《Beyond Recycling》(素食、公共交通与征税),以及Jane Logan谈新书《Secrets to Success》讲成功者的共同特质。两篇短文分别讲蝙蝠并非天生“瞎”(巨型蝙蝠与微型蝙蝠的视觉与回声定位),以及儿童看教育类电视节目会增加情绪攻击性、家长应如何陪同观看。
2021年12月六级第2套听力三篇讲座(Section C)分别讲什么?
2021年12月六级第2套三篇讲座依次为:为什么进门应脱鞋(鞋底细菌、地板损伤与空气质量,一项美国大学研究发现单只鞋外侧可带多达42.1万个细菌单位);如何看待与处理情绪(情绪是意识不可分割的部分,应接纳它并理解其传递的信息);如何养活饥饿的世界(呼吁“第二次绿色革命”,把农业研究投资翻倍至每年830亿美元)。
2021年12月英语六级第2套难度大不大?
从文章难度看,2021年12月英语六级第2套阅读4篇为B2两篇、C1两篇;长篇阅读音乐课文章约1218词、属C1级,是全卷篇幅最长、抽象论证最密的一篇,对因果与相关关系的辨析要求较高;选词填空和员工权益感文章为B2、相对平缓,整体处于六级常规难度区间。想逐题查看排版与解析,可在懒笔记整卷页浏览。
2021年12月六级第2套的听力原文和翻译参考译文在哪里看?
2021年12月六级第2套的听力原文(2段长对话+2篇短文+3篇讲座)与翻译“延安”的汉译英,均可在懒笔记整卷页及听力详情页查看题目、原文与精读。需注意同期第2套与第3套的听力内容相同;官方不公布标准答案,网传答案均为培训机构参考版本,建议以原文精读为准。
2021年12月英语六级第2套和第1套是同一套题吗?
不是。2021年12月英语六级第1、2、3套是同期的不同试卷。第2套作文考“追星”、翻译考“延安”,长篇阅读为《Do music lessons really make children smarter?》,仔细阅读涉及社交媒体与员工权益感;这与第1套(作文考网络虚假信息辨别、翻译考中共一大会址)选材不同。可在懒笔记整卷页逐套对照题目与排版。
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