文档内容
2019年12月英语六级考试试题第1套
2019年12月英语六级考试试题第1套
Part II
Listening Comprehension (30 minutes)
Part II Listening Comprehension (30 minutes)
Section A
Section A
Directions:In this section,you will hear two long conversations.At the end of each conversation,you
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 question will be spoken only once.
will hear four questions. Both the conversation and the question will be spoken only once.
After you hear a question,you must choose the best answer from the four choices marked
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 leter on Answer Sheet 1with a
A) , B) , C) and D) . Then mark the corresponding letter on Answer Sheet 1 with a
single line through the centre.
single line through the centre.
Questions 1 to 4 are based on the conversation you have just heard.
Questions 1 to 4 are based on the conversation you have just heard.
1.1 .A A) ) MMagaagzaiznien er ereppoortrteerr.. C) C ) We We bsi b t si e t e d d es es i i g g n n e e r r . .
B) Fashion designer. D) Features editor.
B) Fashion designer. D) Features editor.
2.2 .AA) )D Deseisginginning gs psoprotrsts ccllootthhiinngg.. C) C ) An A s n w s e w ri e n ri g n g d a d i a l i y ly e e m m ai a l il s s . .
B) Consulting fashion experts. D) Interviewing job-seekers.
B) Consulting fashion experts. D) Interviewing job-seekers.
3. A) It is callenging. C) Itis tresome.
3. A) It is challenging. C) It is tiresome.
B) It isfascinating. D) It is fashionable.
B) It is fascinating. D) It is fashionable.
4. A) Her peristence. C) Her competence.
4. A) Her persistence. C) Her competence.
B) Her experience. D) Her confidence.
B) Her experience. D) Her confidence.
Questions 5 to 8 are based on the conversation you have just heard
Questions 5 to 8 are based on the conversation you have just heard.
5. A) It is enjoyable.
5. A) It is enjoyable.
B) It is educational.
B) It is educational.
C) It is divorced from real life.
C) It is divorced from real life.
DD) )ItIt iiss aaddaapptteedd frfroomm aa ddrramamaa..
6.6A.)AAl) lA tlhl eth reo lreosle sa rare ep plalayyeded b by yf afammouosu as catcotrosr sa annd da catcrtreesssseess..
B)BI)t Iit si sb absaesde do no nth the er eraela-ll-iliffee eexxppeerriieenncceess ooff ssoomme ec ecleelberbirtitiieess..
C)Its plots and events reveal a lot about Frankies actual life.
C) Its plots and events reveal a lot about Frankie's actual life.
D)D )ItI t iiss wwrriitttteenn,, ddiirreecctteedd,, eedditietde da nandd p prroodduucceedd bbyy FFrraannkkiiee hhiimmsseellff..
7. A) Go to the theater and enjoy it.
7. A) Go to the theater and enjoy it.
B)B )ReRceocmommenmd eintd tito t oh ehre rf rfriieennddss..
C) Watch it with the man.
C) Watch it with the man.
D) Download and watch it.
D) Download and watch it.
淘宝店铺∶光速考研工作室
第 1 / 12页
第 1／12页8.8 .AA) )I tI t hhaass ddrraawwn nc rcirtiiticciissmms s ffrroomm s csiceientnitsisttss..
B)B )ItIt hhaass bbeeeenn sshhoowwiningg ffoorr oovveerr aa ddeeccaaddee..
C)C I)tI ti sis aa rriiddiiccuulloouuss ppiieeccee oof fs saattiirree..
DD) )ItIt iiss aaggaaiinnsst tc ocmommmoonn sseennssee..
Section B
Section B
Directions:In this section,youwill hear two passages.At the end of each passage,youwill hear three
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
or four questions. Both the passage and the questions will be spoken only once. After you
he h a e r a r a a gu q e u st es i t o io n n , y, o y u o u m u m st u s c t h c o h o o s o e s e t h th e e b b e e s s t t a a n n s s w we er r fr f o r m om th th e e fo f u o r u r c h c o h ic o e i s c e m s a r m k a e r d k e A d ) A, ), B B )) ,,
C)Ca)n da nDd) .DTh)e . nTh meanr km tahrke tchoer rcoersrpeospnodnidnign gl eltettteerr oonn AAnnsswweer rS hSeheet e1tw 1i twhi tah sai snignlgel e lliinnee
through the centre.
through the centre.
Questions 9 to 11 are based on the passage you have just heard.
Questions 9 to 11 are based on the passage you have just heard.
9.9A.)ATh) eTy haerye arlei kleiklye lyt ot og egte ti innjjuurreedd wwhheenn mmovoivnign gt otoo of afasstt..
B)B )ThTehye yb eblieleiveev ei nin t teeaamm s psipririitt foforr ggoooodd ppeerrfoforrmmaannccee..
C)C )ThTehye yn eneede dt ot ok ekeepe pm omvionvgi ntgo toa vaovido idg egtetttiinngg hhuurtrt..
DD) )ThTehye yh ahvaev et ot ol eleaarrnn hhooww t oto aavvooiidd bbooddyy ccoonnttaacctt..
10. A) They do not have many years to live after retirement.
10. A) They do not have many years to live after retirement.
B)B )ThTehy etye ntedn tdo toli vliev ea al olnognegre rl ilfifee wwitithh eeaarrllyy rreettiirreemmeenntt..
C)C T)hTeyh edyo dnoot nsotta rsttar etn jeonyjionygi nlgi fleife u nutnilti lf ufullll rreettiirreemmeenntt..
D)DT)heTyh ekye ekpe etph ethmseemlvseelsv ebsu sbyu seyv eenv eanf taeftre rr erettiirreemmeenntt..
111.1 .A A) )I Itt pprreevveennttss uuss frfroomm wwoorrrryyiinngg..
B)B )ItIt sslloowwss ddoowwnn o ouur r aaggiinngg pprroocceessss..
C)C )ItI te ennabalbeless uuss ttoo aaccccoommplpilsishh mmoroer ei ni nl iliffee..
D)D )ItI t pprroovviiddeess uuss wwitithh mmoroer ec chhanacnecse st oto lleeaarrnn..
Questions 12 to 15 are based on the passage you have just heard.
Questions 12 to 15 are based on the passage you have just heard.
121.2A.)A I)t Itt etnendsd st oto ddwwelell l uuppono nt htheeirir jjooyyoouuss eexxppeerriieenncceess..
B)BI)t Itw awndanerdse rfso for ra lamlomsto sth ahlafl fo of ft thheeiirr wwaakkiinngg ttiimmee..
C)C I)tI th ahsa st rtroouublbel ec ocnocnecnetnrtrataitning ga fatfteerr aa bbrraaiinn iinnjjuurryy..
D)D )ItI tt etenndsd s toto bbe ea fafffeecctteedd bby yt htheierir nneeggataitivvee ffeeeelliinnggss..
131.3A. )ATo) Tfoi nfidn hdo hw ohwa phpaipnpeisnse srse lrealtaetess ttoo ddaayyddrreeaammiinngg..
B)BT)o Toob soebrsveer vheo hw oown eo'ns e'msi nmdi nadf faeffcetcst so noen'es's bbeehhaavviioorr..
C)CT)o Tsoe es eew hwy hdya yddaryedarmeiaming nigm pimpactasc tsw hwaht aot noen ei sis ddooiinngg..
DD)T)oT sot usdtuydy th teh er erlealattiioonn bbeettwweeeenn hheeaalltthh aanndd ddaayyddrreeamamiinngg..
淘宝店铺∶ 光速考研工作室
第第 22／/1122页页14. A) It helps them make good decisions.
14. A) It helps them make good decisions.
B)B )ItI th heleplps st thheemm t atpa pt htheieri rp potoetentnitaiallss..
C)C I)tI tc ocnotnrtribiubtuetse st ot ot htehieri r ccrreeaattiivviittyy..
D) It contributes to clear thinking.
D) It contributes to clear thinking.
151.5 .A A) )S uSbujbejcetcst sw witihth c lceleaarr ggooaallss iinn mmiinndd oouuttppeerrffoorrmmede dt hthosoes ew witihtohuotu tc lceleaarr ggooaallss..
B)B )ThTeh ed idfifffeerreennccee iinn ppeerrffoorrmmaannccee bbeettwweeene nt hthe et twwo og rgoruopusp sw aws aisn isnisginginfiificcaanntt..
C)C )NNono-nda-dyadyredaremaemrse rwse wree rmeo mreo rfeo cfousceuds eodn otnh ethieri rt atasskkss tthhaann ddaayyddrreeaammeerrss..
D) Daydreamers did better than non-daydreamers in task performance.
D) Daydreamers did better than non-daydreamers in task performance.
Section C
Section C
Directions:In this section,you will hear three recordings of lectures or talks followed by three or four
Directions : In this section , you will hear three recordings of lectures or talks followed by three or four
questions.The recordings willbe played only once. Afer you hear a question,you must
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
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.
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.
Questions 16 to 18 are based on the recording you have just heard.
161.6 .AA) )T hTehye ya raer et hteh eo lodldesetst bbuuiillddiinnggss iinn EEuurrooppee..
B)B T)hTeyh eayr ear pea rptar otf o tfh the eC hCrihsrtisitiaann t rtraaddiittiioonn..
C) They are renovated to attract tourists.
C) They are renovated to attract tourists.
D)D )ThTehye ya rare ei nin wworosresenniningg ccoonndidtitiioonn..
171.7 .AA) )T hTehye yh ahvaev ae ah ihsitsotroyry o fo f1 414 cceenntuturriieess..
B)B )ThTehye ya rare e4 04 0m emtreetrse st atallll oonn aavveerraaggee..
C)C )ThTehye ya rare ew iwtihthouotu t ffoouunnddaattiioonnss..
D)D )ThTehy ecyo ncsoinssti sto fo fs esveevrearla l ssttoorreeyyss..
181.8 . AA)) WWooodo dw awsa sh ahramrmonoinoiuosu sw iwtihth n naattuurree..
B)B )WoWodoeond ebnu ibludiildnignsg sk ekpetp tt hthee ccoolldd oouutt..
C)C )TiTmimbebre rw awsa sa baubnudnadnatn ti nin SSccaannddiinnaavviiaa..
DD) )ThTeh eV iVkikinignsg sl ilikkeedd wwooodoedne ns tsrtruuccttuurreess..
Questions 19 to 21 are based on the recording you have just heard.
Questions 19 to 21 are based on the recording you have just heard.
191.9 .AA) )S Simimilialarriittiieess b beetwtweeeenn hhuummaann bbaabbiieess aanndd bbaabbyy aanniimmaallss..
B)B )CoCgongintiitvive e ffeeaattuurreess ooff ddiifffefreernetn nt enwelwyl yb obrnor nm maammmmaallss..
C)C )AdAudltuslt'si' nifnlfluueennccee oonn c chhiillddrreenn..
D)D )AbAibliiltitiieess ooff hhuummaann bbaabbiieess..
淘宝店铺∶光速考研工作室
第 3/12页
第 3／12页220.0 .AA)T) hTeyh ecya nc andi sdtisitningguiusishh aa hhaappppyy ttuunnee ffrroomm aa ssaadd oonnee..
BB) )TThehye yl olovvee hhaappppyy m meleoldoideise s mmoroer et thhaann ssaadd oonneess..
C)C )ThTeyh efya lfal lla salseleepe pe aesaislilyy wwhihliele lliisstteenniinngg ttoo mumussiicc..
D)DT)heTyh eayre a rael raelaredayd sye nsesnitsiitvivee ttoo bbeeaattss anandd rrhhyytthhmmss..
21.A) Infants'facial expressions.
21. A) Infants' facial expressions.
B)B )BaBbaibesie's'' eemmoottiioonnss..
C) Babies'interaction with adults.
C) Babies' interaction with adults.
D) Infants'behaviors.
D) Infants' behaviors.
Questions 22 to 25 are based on the recording you have just heard.
Questions 22 to 25 are based on the recording you have just heard.
222.2A.)A I)t I tm maya yha hrarm mth eth ceu clutlutrure e oof ft tooddaayy''ss wwoorrkkppllaaccee..
B)B )ItIt mmaya yh ihnindedre ri innddiivviidduuaall ccaarreeeerr aaddvvanancceemmeenntt..
C)C )ItI tm maya yre rseuslutl ti nin uunwniwllililinnggnnesess st too ttaakkee rriisskkss..
DD)I)t Itm amya yp uptu tt toooo mmucuhc hp prreessssuurree oonn tteeamam mmeemmbbeerrss..
223.3A. )ATh)e Ty hceayn chanar dhlayr dgliyv eg ivexep rexespsrieossni otno ttoh ethieri ro roirgigiinnaall vviieewwss..
B)BT)heTyh ecya nc anbe cboemceo mlees sl emsso tmivoatitveadt etdo tod od opr pojroejcetcst s oof ft thheeiirr oowwnn..
C)CT)heTyh meayy mfainyd fiintd hiat rhda rtdo tgoe tg etth tehieri rc ocnotnrtriibbuuttiioonnss rreeccooggnniizzeedd..
D)DT)heTyh emyay m eavyen etvueanlltuya llloys elo steh etihre icro cnofnidfiednecnec ea nadn dcr ceraetaitviviittyy..
24. A) They can enlarge their professional circle.
24. A) They can enlarge their professional circle.
B)B )ThTehye yc acna ng egte tc hcahnacnecse st oto e enngaggaeg ei nin rreesseeaarrcchh..
C)C )ThTehy ecya nc anma kmeak thee th bee sbte suts eu soef otfh tehieri re exxpepretrtiissee..
D)D )ThTehye yca cnan co cmopmpletlee tteh teh ep rporjoejcetc t mmoroer ee aesaislilyy..
25. A) It may cause lots of arguments in a team.
25. A) It may cause lots of arguments in a team.
B)B )ItIt mmaya yp rpervevenetn t mmakaiknign ga at itimmeleyly d deecciissiioonn..
C)C )ItI t mmaya yg igviev er irsisee ttoo aa lloott ooff uunnnneecceessssararyy eexxppeennsseess..
D) It may deprive a team of business opportunities.
D) It may deprive a team of business opportunities.
Part I
Reading Comprehension (40 minutes)
Part III Reading Comprehension (4 0 minutes)
Section A
Section A
Directions:In this section,there isa passage with ten blanks You are required to select one wordfor
Directions: In this section, there is a passage with ten blanks. You are required to select one word for
each blankfrom a list of choices given in a word bank following the passage. Read the
each blank from a list of choices given in a word bank following the passage. Read the
passage through carefully before making your choics. Each choice in the bank isidentified
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 wih a
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.
single line through the centre. You may not use any of the words in the bank more than once.
淘宝店铺∶光速考研工作室
第4/12页
第 4／12页When considering risk factors associated with serious chronic diseases, we often think about
When considering risk factors associated with senous chronic diseases, we often think about
health indicators such as cholesterol, blood pressure, and body weight But poor diet and physical
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
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
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
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
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
Studies have found obesity is associated with impainnents in cognitive functioning, as 29
by a range of learning and memory tests, such as the ability to remember a list of words presented
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
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
impainnents 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
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-
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
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.
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
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
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
body weight has not changed 34 . Thus, body weight is not always the best indicator of health
and a thin person still neds to eat well and exercise 35
and a thin person still needs to eat well and exercise 35
A) ass8ssed I) exclling
A) assessed I) excelling
B)asigned J) induging
B) assigned J) indulging
C) consequences K)1opoles
C) consequences loopholes
K)
D) conspicuously L)aidly
D) conspicuously L) rapidly
E) defcits M) redundant
E) deficits M) redundant
F) desinated N) reguarly
F) designated N) regularly
G) detimental O) similar
G) detrimental 0) similar
H) digestion
H) digestion
Section B
Section B
Directions:In this section,you are going to read a passage wih ten statements attached to it.Each
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. Identifjy the paragraph from
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
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 leter
paragraph is marked with a letter. Answer the questions by marking the corresponding letter
on Answer Sheet 2.
on Answer Sheet 2.
Increased Screen Time and Wellbeing Decline in Youth
Increased Screen Time and Wellbeing Decline in Youth
[[A] Have young people never had it so good? Or do they face morechallenges than any previous
[ 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
generation? Our current era in the West is one of high wealth. This means minors enjoy material
淘宝店铺∶光速考研工作室
第 5/12页
第 5／12页benefits and legal protections that would have been the envy of those living in the past But
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
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
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.)
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 skepticlly by some
However, this is a contentious theory and such claims have been treated skeptically by some
scholars based on their reading of the relevant data.
scholars based on their reading of the relevant data.
[B] Now a new study has provided another contribution to the debate,uncovering strong evidence
[ 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
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
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
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
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
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
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
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.
trends in recent years, causing problems for young people's psychological health.
[C[ ]C ]T oTinov einsvtiegstaitgea,te ,T wTewngene gaen adn hde hr erc oclolleleaagguuese s ddiivveedd iinnttoo tthhee ""MMonointiotoririnngg tthhee FFuuttuurree"" ddatataasseett bbaasseedd
on annual surveys of American school students from grades 8,10, and 12 that started in 1991.
on annual surveys of American school students from grades 8, 10, and 12 that started in 1991.
In total, 1.1 milion young people answered various questions related to their wellbeing.
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,
Twenge's team's analysis of the answers confinned the earlier, well-established wellbeing climb,
with scores rising across the 1990s, and into the later 2000s. This was found across measures
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,
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
neighborhood, or friends. But around 2012 these measures started to decline. This continued
through 2016,the most recent year for which data is available.
through 2016, the most recent year for which data is available.
[[[ DD]] TwTewnegneg ea ndan dhe rh ecr olcloellaegaugeuse s wawnatnetde dt ot o unudnedresrtstaanndd wwhyh yt htihsis cchhaannggee inin avaveerraaggee wwelelllbbeeiinngg
occurred. However,it is very hard to demonstrate causes using non-experimental data such as
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
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
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
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
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.
to establish causes as such, but that they are assessing the plausibility of potential causes.
[E[ ]EFi]r sFti,r stt,h ethye eyx pelxapilna itnh atht ait fi fa a ggiivveenn v varariaiabblele iiss ppllaayyiinngg aa rroollee iinn aafffefcetcitnign gw weelllblbeeiningg, ,th tehne nw wee sshhoouulldd
expect any change in that variable to correlate with the observed changes in wellbeing.If not, it
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
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
number of activities that could plausibly be driving the wellbeing decline. Less sport, and fewer
淘宝店铺∶ 光速考研工作室
第 6/12页
第 6／12页meetings with peers correlated with lower wellbeing, as did less time reading print media
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
(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
contradict another popular hypothesis that it is our burdening of students with assignments that
isis ccaauussiinngg aallll ththee p prorboblelmemss.). )IInn aaddddiititoino,n m, omroer eT VTV wwaattcchhiinngg anandd mmoorree eelleecctrtoronnici cc ocmmommuunniiccaattiioonn
both correlated with lower wellbeing.All these effects held true for measures of happiness, life
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.
satisfaction and self-esteem, with the effects stronger in the 8th and lOth-graders.
[F]Next, Twenge's team dug a little deeper into the data on screen time. They found that
[ 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
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
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
such devices. However, higher doses of screen time were clearly associated with lower
happines. Those spending 10-19 hours per week on their devices were 41 percent more likely
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
to be unhappy than lower-frequency users. Those who used such devices 40 hours a week or
mmoroer(eo n( eo nien inte nte nt eeteneangaegresr)sw) erwee rtew itcwei cea s als ikliekleyly toto bbee unuhnahpappyp.y . ThTeh ed adtaat a wawsa ss lsilgighhttllyy
complicated by the fact that there was a tendency for kids who were social in the real world to
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
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
the real-world sociality component correlated with greater wellbeing, whereas greater time on
screens or online only correlated with poorer wellbeing.
screens or online only correlated with poorer wellbeing.
[G[ ]G S]o Sfoa rfa,sr,o spol paulasuisbilbel.eB. uBtu tt hthe en enxetx tq uqeusetsitioonn iiss,, aarree ththee drdoroppss ini na vaevreargaeg ew weelllbbeeiinngg hhaappppeenniinngg aatt
the same time as trends toward increased electronic device usage? It looks like it—after all,
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.
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
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
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
news online, and when more youth in the United States had smartphones. And in a second
analysis, they found thatwhere technology went, dips in wellbeing followed.For instance,years
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
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
the other way around. This does not prove causality, but is consistent with it. Meanwhile, TV
use did not show this tracking. TVmight make you less happy,but this is not what seems to be
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.
driving the recent declines in young people's average happiness.
[H] A similar but reversed patter was found for the activities associated with greater wellbeing. For
[ HJ 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
example, years when people spent more time with friends were better years for wellbeing ( and
fofolllloowwede dby b bye tbteetrte ry eyaerasr)s.) .S aSdaldyl,y , tthhee ddaattaa aallssoo sshhoowwede df afacec-et-ot-of-afacec es oscoicailailizziinngg aanndd s psporotrsts aaccttiivviityty
had declined over the period covered by the survey.
had declined over the period covered by the survey.
[[[ II]] TThhereer ei sis aannootthheerr eexxppllaannaattiioonn tthhaatt TwTweennggee aannd dh here rc coolllleeaagguueess wwanatnetde dt oto aadddrdersess:s : tthhee iimmppaacctt ooff ththee
great recssion of 2007-2009, which hit a great number of American families and might be
great recession of 2007-2009, which hit a great number of American families and might be
淘宝店铺∶ 光速考研工作室
第7/12页
第 7／12页affecting adolescents. The dataset they used did not include economic data, so instead the
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.
researchers looked at whether the 2013-16 wellb eing decline was tracking economic indicators.
They found some evidence that some crude measures, like income inequality, correlated with
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
changes in wellbeing, but economic measures with a more direct impact, like family income and
ununemepmploylomyenmt enrat treast(ewsh i(wchh ipcuht pfuatm iflaimesil iienst oin tdoi fdfiifficuclutliteiess)),, hhaadd nnoo rerellaattiioonnsshhiipp wwiitthh wweellllbbeeiinngg..
The researchers also note that the recession hit some years before we see the beginning of the
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.
wellbeing drop, and before the steepest wellbeing decline, which occurred in 2013.
[[J ]J ] ThTeh ree sreesaeracrhcehresr sc ocnocnlculdued et hthata te leeleccttrroonniicc ccoommmmunuicnaictaitiono nw aws ats hthe eo nolny lya doaldeoslecsecnetn ta catcitvivitityy tthhaatt
increased at the same time psychological wellbeing declined. I suspect that some experts in the
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
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
in the wellbeing decline. But the new work does go further than previous research and suggests
tthhaatt ssccrreeeenn ttiimme es hshouoludl ds tsitlilll bbee ccoonnssiiddeerreedd aa ppootetenntitiaall bbaarrrriieerr ttoo yyoouunngg ppeeooplpel'es's fflloouurriisshhiinngg..
36.The year when most Americans began using smartphones was identified as a turning point in
36. The year when most Americans began using smartphones was identified as a turning point in
young Americans'level of happiness.
young Americans' level of happiness.
37.Scores in various wellbeing measures began to go downward among young Americans in recent
3 7y. eSacorrse.s 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
38. Unfortunately, activities involving direct contact with people, which contributed to better
wellbeing, were found to be on the decline.
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
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.
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
40. In the last few decades of the 20th century, living standards went up and economic depressions
were largely averted in the US.
were largely averted in the US.
41. Contrary to popular belief, doing homework might add to students' wellbeing.
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
42. The author believes the researchers' new study has gone a step further regarding the impact of
screen time on wellbeing.
screen time on wellbeing.
43. The researchers found that extended screen time makes young people less happy.
43. The researchers found that extended screen time makes young people less happy.
44. Data reveals that economic inequality rather than family income might affiect people's wellbeing.
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
45. Too much screen time is widely believed to be the cause of unhappiness among today's young
people.
people.
淘宝店铺∶光速考研工作室
第 8/12页
第 8／12页Section C
Section C
Directions:There are 2 passages in this section. Each pasage is jollowed by some questions or
Directions : There are 2 passages in this section. Each passage is followed by some questions or
unfjnished statements. For each of them there are four choices marked A),B),C)and
unfinished statements. For each of them there are four choices marked A) , B) , C) and
D)
D
.
)
Y
.
o u
Y o
s
u
h o
s
u
h
l
o
d
u l
d
d
e c
d
i
e
d
c
e
id e
o n
o n
t h
t
e
h e
b e
b
s
es
t
t
c
c
h
h
o
o
i
ic
c
e
e
a
a
n
n
d
d
m
ma
a
r
r
k
k
t
th
he
e c
c
o
o
r
r
r
r
e
e
sp
s
o
p
n
o
d
nd
in
i
g
ng
l e
l
t
e
te
t
r
t e
o
r
n
oAn nAsnwsweerr
Sheet 2 with a single line through ?the centre.
Sheet 2 with a single line through the centre.
Passage One
Passage One
Questions 46 to 50 are based on the following passage.
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
"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
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
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
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
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.
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,
Harvard cognitive neuroscientist Joshua Greene says, 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
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
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
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
frontal parietal (�M:,flal.J) 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.
suggests that they were deciding between truth and dishonesty-and ultimately opting for the latter.
FoFro ra af foollllooww--uupp aannaallyyssiiss,， h eh efo ufnoudn dth atth apte oppeloep lwe hwohseo s n e eu n r e a u l r a(li（f神�经al.J 的)） rreewwaarrdd cceenntrterse sw weerre em moorree
active when they won money were also more likely to be among the group of liars—suggesting that
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.
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,
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 rationalise it, when we are stressed and fatigued or see others
research shows, 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
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
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.
probability it will happen again," Ariely says.
In a 2016 study published in the journal Nature Nauroscience,Ariely and colleagues showed how
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
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
falsehood, the scientists noticed a burst of activity in their arnygdala. The arnygdala is a crucial part of
the brain that produces fear, anxiety and emotional responses including that sinking, guilty feeling you
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
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
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
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
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.
benefit, they start with little lies which get bigger over time.
淘宝店铺∶光速考研工作室
第9712页
第 9／12页46. Why do some experts consider lying a milestone in a child's development?
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 dfferent angles.
A) It shows they have the ability to view complex situations from different angles.
B)BI)t Iti nidnidciactaetess tthheeyy hhaavvee aann aabbiilliittyy mmoorree rreemmaarrkkaabbllee ththaann ccrraawwlliinngg aanndd wwaallkkiinngg..
C)CIt) Irte rperpesreensetns tst htehieri ra baibliliittyy ttoo aacctitivveellyy inintetrearcatc tw witiht hp epoepoplel ea raoruounndd ththeemm..
D)DI)t Iitn ivnovlvoelvs etsh the ec ocoorodirndaintiatoino no fo bfo btoh thth theieri rm emnetanlt aal nadn dph pyshiycsailc aal baibliiltitiieess..
47. Why does the Harvard neuroscientist say that lying takes work?
4 7. Why does the Harvard neuroscientist say that lying takes work?
AA)I)t Iti si s hhaarrdd t too cchhoooossee ffrroomm s seevveerarall ooppttiioonnss..
B)B )ItI ti sis ddiifffificcuulltt ttoo ssoouunndd nnaattuurraall oorr ppllaauussiibbllee..
C)C )ItI tr reeqquuirireess ssppeeeeddyy bblloooodd f fllooww i ninttoo oonne'es's bbrraaiinn..
D)D )ItI ti ninvovlovlevse sl oltost s oof fs soopphihsitstiiccaatteedd mmenetnatla la catcitivviittyy..
48. Under what circumstances do people tend to lie?
48. Under what circumstances do people tend to lie?
AA) )WWhehne nt htheye yb beeccoomme et otooo eemmotoitioonnaall..
B)B )WhWenh etnh ethye yf afacec et otooo mmucuhc hp epeere r pprreessssuurree..
C) When the temptation is too strong.
C) When the temptation is too strong.
DD) )WhWenh etnh eth ec ocnosnesqeuqeunecnecse sa raree nnoott iimmmminineenntt..
49. When are people less likely to lie?
49. When are people less likely to lie?
AA) )WWhenh etnh ethye ya rare ew owronrn o uotu ta nadn ds tsrtreesssseedd..
B)B )WWhenh etnh ethye ya raer eu nudnedre rw watacthcfhufull eeyyeess..
C) When they think in a rational way.
C) When they think in a rational way.
DD) )WWhenh etnh ethye yh ahvaev ae ac lcelaera r ccoonnsscciieennccee..
50.What does the author say will happen when a liar does not get punished?
50. What does the author say will happen when a liar does not get punished?
A) They may feel justified.
A) They may feel justified.
B) They will ell bigger lies.
B) They will tell bigger lies.
C)C )ThTehye yw iwlill l bbeeccoomme e ccoommplpalacceenntt..
D)D )ThTehye ym amy amyi xm ilxi elsie sa nand dt rtruutthhss..
Passage Two
Passage Two
Questions 51 to 55 are based on the following passage.
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
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
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
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
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
delivers a gigantic earthquake of its own? If the people of the Cascadia region have anything to do
with it, they wont be caught unawares.
with it, they won't be caught unawares.
淘宝店铺∶ 光速考研工作室
第 10/12页
第 10／12页ThTeh er ergeigoionn iiss eennggaaggeedd inin aa mumlutlit-i-ddaayy eeaarrtthhqquuaakkee--aanndd--ttssuunnaammii（ U海t啸 1*）)d rdirlilll iinnvvoollvviinngg aarroouunndd
2000 people.The Cascadia Rising drill gives area residents and emergency responders a chance to
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
practice what to do in case of a 9. 0-magnitude earthquake and tsunami along one of the nation's
dangerous——and underestimated—faults.
dangerous-and underestimated-faults.
ThTeh eC aCsacsacdaida iaE aEratrthhquqaukaek eZ oZneo nies isb ibgi ge neonuoguhg hto t oc ocmopmetpee twei wthi thS aSna Ann Adrnedasre a(si t('its's bbeeeenn ccaalllleedd ththee
most dangerous fault in America), but it's much lesser known than its California cousin. Nearly 700
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
miles long, the earthquake zone is located by the North American Plate off the coast of Pacific British
Columbia, Washington, Oregon and Northern California.
Columbia, Washington, Oregon and Northern California.
Cascadia is what's known as a"megathrust" fault. Megathrusts are created in earthquake
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
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
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
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 a megathrust event as the India plate moved beneath
Ocean off Sumatra in 2004? It was caused by a megathrust event as the India plate moved beneath
the Burma micro-plate.
the Burma micro-plate.
TTheh el alasstt ttimimee aa mmajaojorr eeaarrththqquuaakkee oocccucrurreredd a laolonng gt hthe eC aCsacsacdaidai af afaulutl t wwasa si nin 1 710700,0 ,s os oo fofffiicciiaallss
worry that another event could occur any time. To prevent that event from becoming a catastrophe,
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,
first responders will join members of the public in rehearsals that involve communication, evacuation,
search and rescue, and other scenarios.
search and rescue, and other scenarios.
Thousands of casualties are expected if a 9.0 earthquake were to occur. First, the earthquake
Thousands of casualties are expected if a 9. 0 earthquake were to occur. First, the earthquake
would shake metropolitan areas including Seattle and Portland. This could trigger a tsunami that
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
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
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
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.
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
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.
when. And it's never too early to get ready for the inevitable.
51. What does"The Big One"refer to?
51. What does "The Big One" refer to?
AA) )A Ag iggiagnantitic cg geeoolologgiiccaall ffaauulltt.
B)B )A Ala rlagreg-sec-saclael ee xeexrecricsies et oto pprerepparaer ef oforr ddisisaasstteerrss..
C)C )A Ama mssaisvseiv nea ntautruarla lc acattaassttrroopphhee..
D)D )A Ahu hgeu gtes utsnuanmaim oin o tnh eth eC aCliafliofornrniiaa ccooaasstt..
52. What is the purpose of the Cascadia Rising drill?
52. What is the purpose of the Cascadia Rising drill?
AA) )ToT op rperpeapraer ep peoepolpele ffoorr aa mmaajjoorr eeaarrtthhqquuakakee aanndd ttssuunnaammii..
B)B )ToT oi nicnrceraesaes er reessiiddeennttss'' aawwaraernenesess so of fi immmimniennetn td idsiasaststeerrss..
C) To teach people how to adapt to post-disaster life.
C) To teach people how to adapt to post-disaster life.
D)D )ToT oco cpoe pwei wthi thth the ea fatfteerrmmataht ho fo fa a ppoossssiibbllee eeaarrtthhqquuakakee..
淘宝店铺∶光速考研工作室
第 11/ 12页
第 11／12页53. What happens in case of a megathrust earthquake according to the passage?
53. What happens in case of a megathrust earthquake according to the passage?
AA) )TwTwo op lpaltaetse s mmeregreg e iinnttoo oonnee..
B)B )A Ava vraireiteyty o off f foorrcceess ccoonnvveerrggee..
C)C )BoBuonudanrdiaersie sb lbulru rb beettwweeenen p plalatteess..
D)D )EnEonromromuso usst rsetrsess si si sr reelleeaasseedd..
54. What do the officials hope to achieve through the drills?
54. What do the officials hope to achieve through the drills?
AA) )CoCorodoirndaitniantgin vga rviarouiso udsi sdaisstaesrte-rr-erleileief fe effffoorrttss..
B)B )ReRduecdiuncgi ncga scuaaslutailetsie si ni nt hthe ee veevnetn to fo fa ad idsisaasstteerr..
C)C )MiMniimniimziizngin pgr oppreorpteyr tyl olsoss sc acuasuesde db yb yd idsiassatseterrss..
D)D )EsEtsatabblilisshhiinngg ddiissaasstetre ra nadn de memeergrgenenccyy m maannaaggeemmeenntt..
55. What does the author say about"The Big One"?
55. What does the author say about "The Big One"?
AA) )WhWethheethr eirt i tw wililll ooccccuurr rreemmaianinss ttoo bbee sseeeenn..
B)B )HoHw oiwt witi lwl ilalr arrirviev ei si st toooo e aeralryly ttoo pprreeddicictt..
C)C I)tIst so occcucrurrernecnec ei si sj juusstt aa mmatattteerr ooff ttiimmee..
D)D )ItI tk keeepesp sh hauauntnitningg CCasacsacdaidai ar reessiiddeennttss..
Part IV Translation (30 minutes)
Part IV Translation (30 minutes)
Directions:For this part,you are allowed 30minutes to translate apassagefrom Chinese into English.
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.
You should write your answer on Answer Sheet 2.
牡
U
丹
ft
（( ppeeoonnyy）)
:.7:t
花
'@.
色
ffi
艳
m
丽 l,，
�
形
�
象
r%'i
高
:ft
雅, ，
�
象
fiE
征
�
着
:fU
和
f
平
--"5
与
�
繁
5R
荣, IEi，ffil因而iE 在
9'1
中
00
国
�
被
�
称
�
为" "
:.7:t
花
9'1
中
Z
之
E
王"" 。中
9'1
o
国许多地方都培育和种植牡丹。千百s年 来，创作了许多诗歌和绘画赞美牡丹。唐代时期，牡丹
OOW�!t!i1:ff�tg:ff ;ffififi;f:JH±ft "f 1¥*, itlfF T W�ic¥�:fU�ilID��H±ft Jl!HtatAA, �±ft
o o
在
ii:
皇
�
家
%
园
lzfil
林
ft
普
lff
遍
:i!
