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六级真题试卷完整版2016-2020请去这里：公-重-号：超能资料库
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-----2020-2021新题型模拟卷------
【听力原文】
Section A
Directions: In this section, you will hear two long conversations.
At the end of each conversation, you will hear some 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.
Conversation One
W: Dad, you always love me, don't you?
M: Sure. But, wait, wait. What's on your mind?
W: Well, I saw this great offer for a free cell phone
here in the newspaper, and...
M: Free? Nothing's ever free.
W: Well, the phone is free...
after a $5 mail-in rebate.
M: Ah, so that's the catch.
And why do you need a cell phone anyway?
W: Dad, all my friends have one.
I can use it to call you in case the car breaks down.
M: Have you considered the fees?
W: The monthly charge for this service is only $29.99,
with 1,000 free weekday minutes nationwide,
and unlimited weekend minutes.
Plus, unlimited, anytime minutes for anyone using the same service.
M: I don't know.
W: And you can roll over the extra minutes
to the next month instead of just losing them.
What do you think of that?
M: Yeah, but what is the term of the service agreement?
W: It's only for a dozen months.
M: But what if you cancel early?
W: Um... Ah, there's a cancellation fee of $200,
but with...
M: Two hundred bucks!
W: Yeah, but you won't have to worry about me
while I'm driving the new car.
M: New car? What new car?
W: The new car you'll need to buy so I can use the cell phone.
I mean,
what's going to look like if I'm using a cell phone in our old car.
M: Teenagers.
What'll they think of next?
Questions 1 to 4 are based on the conversation you have just heard.
1. What reason does the girl give for needing a cell phone?
2. What is one major feature of this calling plan?
3. What is the term of service for this plan?
4. What if the girl wants to cancel the phone service before expiration?
Conversation Two
W: Hi, Dr. Hyde.
M: So, what seems to be the problem today?
W: Well, I just came in for a check up and a dental cleaning.
M: Hum. Open up.
Let's take a look.
W: Ok. Uh...
M: Well, there is a major cavity in one of your wisdom teeth.
Hasn't this given you any trouble?
W: Well, the tooth has been bothering me,
and it sometimes hurts
when I try some grapefruit or an ice-cream.
Is it really bad?
M: Well, we're going to remove the decay,
and then we'll either put a filling in,
or if the decay is extensive,
we can't repair it,
we might have to put a crown on your tooth.
Or as a last resort,
we may have to extract the tooth.
W: Uh, well, that sounds painful!
M: Don't worry.
I've done this... once before.
Nah, just relax.
W: Wait! Aren't you supposed to give me something
to dull the pain?
M: Uh, chicken.
Oh yeah. I almost forgot.
We can either use a local anesthetic or laughing gas
to minimize the discomfort you might feel.
Or you can just grin and bear it.
W: Nah, Nah, nah!
I can't stand pain,
and I'd rather not be aware of what's going on.
And, if I need a filling,
can I get one that looks like my other teeth?
M: If we can save the tooth with a filling,
I recommend a high-strength silver alloy filling
instead of a porcelain one.
It'll probably last longer.
W: OK, well, whatever.
Let's get it over with.
M: Okay, pleasant dreams.
Drill please.
Questions 5 to 8 are based on the conversation you have just heard.
5. What is the woman鈥檚 initial reason for visiting the dentist?
6. What problem does the dentist discover?
7. How can the discomfort the woman might feel be minimized?
8. What is the treatment the woman probably receive?
Section B
Directions: In this section, you will hear two passages.
At the end of each passage, you will hear some 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.
Passage One
Pianos are normally found in building for obvious reasons.
However, there's one piano in the city in the north of England
that has a more unusual home
-in the street.
When Nick and Doug were moving into their new house,
they couldn't get their piano up the steps
because they were too steep.
So they ended up leaving the piano on the pavement
and all of a sudden they found that local people started to play it,
and it very quickly became known as the street piano.
At some point, the council threatened to take it away
because they said it was an obstruction to the pavement.
Then all the local players were up in arms about it
and put notes all over the piano saying,
"Please save the street piano".
These are all the messages of support
that people have stuck on the piano.
One of them says,
"Don't get rid of the street piano,
it's part of our heritage now.
We love you, street piano."
And another says,
"I find I trip over wheelie bins much more often than pianos.
Save the street piano."
Some older member of the community says,
"I think it's great, I think it's wonderful,
as I walk by,
young people no more horse around but have a go on it.
I think it's a legend in its own lifetime,
it's something that is famous and admired during its life."
Nick and Doug thought that they were going to lose it
but it looks like they might be able to save their street piano.
Questions 9 to 11 are based on the passage you have just heard.
9. Why did Nick and Doug fail to move up the piano to the house?
10. What was the reason the council gave to take the piano away?
11. What do the supporters think about the street piano?
Passage Two
Hello, I'm Callum Robertson
and you're listening to the music show on FM106.5.
In the program today as his latest project rides
high in the UK album charts,
we focus on Damon Albarn,
the driving force behind such bands as Blur, Gorillaz,
and now, The Good, The Bad and The Queen.
Damon was born and brought up in London
and while at college he started playing music
with a group who were later to become Blur.
Their first big commercial success
was in 1994 with this track, Park Life.
Damon became one of the musicians most associated
with the mid-nineties music scene known as Brit Pop.
Brit Pop was the revival of guitar-based rock pop,
and for a few years there was fierce competition
between Blur and fellow Brit Pop act Oasis.
Oasis were the rough working class rockers
and Blur were seen as the intelligent art school band.
The battle of the Brit Pop bands was on
and the number one spot was taken by Blur.
Damon's next commercial venture was the Gorillaz.
The band members were represented by four cartoon characters
who all had their own distinctive characters and life stories
which can be found on their website.
Their first album 2001's Gorillaz,
sold over 6 million copies and earned them an entry
in the Guinnes Book of Records
as the Most Successful Virtual Band.
In 2006 Damon formed his current band,
a name very similar to the title of a film,
The Good, the Bad and The Ugly which starred Clint Eastwood,
a famous actor and director.
The band released their first single in October last year.
To end here is Damon's favorite track, North Whale.
Questions 12 to 15 are based on the passage you have just heard.
12. What is the name of Damon鈥檚 band now?
13. What do we learn about Blur according to the speaker?
14. What is the characteristic of Gorillaz?
15. What probably inspired Damon to give the name to his current band?
Section C
Directions: In this section, you will hear recordings of lectures or talks
followed by some questions.
The recordings will be played only once.
After you hear a question,
you must choose the best answer from the four choices
marked A), B), C) and D).
Then mark the corresponding letter on Answer Sheet 1
with a single line through the centre.
Now listen to the following recording and answer questions 16 to 18.
I have been teaching for a long time,
and in doing so
I have acquired a body of knowledge about kids and learning
that I really wish more people
would understand about the potential of students.
In 1931,
my grandmother went to school to get the information
because that鈥檚 where the information lived.
It was in the books; it was inside the teacher鈥檚 head;
and she needed to go there to get the information,
because that鈥檚 how you learned.
When I was a kid,
we had a set of reference books at my house.
It was purchased the year I was born,
and it was extraordinary,
because I did not have to wait to go to the library
to get to the information.
The information was inside my house and it was awesome.
This was different than either generation had experienced before,
and it changed the way I interacted with information
even at just a small level.
But the information was closer to me.
I could get access to it.
In the time that passes between
when I was a kid in high school
and when I started teaching,
we really see the arrival of the Internet.
Right about the time that the Internet gets going as an educational tool,
I take off from Wisconsin and move to Kansas
where I was teaching my favorite subject,
American government.
I put in front of the kids an authentic experience
that allowed them to learn for themselves.
I didn鈥檛 tell them what to do or how to do it.
I posed a problem in front of them,
which was to put on an election forum
for their own community.
They produced flyers.
They called offices.
They produced an election forum booklet
for the entire town to learn more about their candidates.
They invited everyone into the school
for an evening of conversation
about government and politics
and whether or not the streets were done well,
and really had this robust experiential learning.
The main point is that,
if we continue to look at education
as if it鈥檚 about coming to school to get the information
and not about experiential learning,
we鈥檙e missing the mark.
And everything that everybody is talking about today isn鈥檛 possible
if we keep having an educational system
that does not value these qualities,
because we won鈥檛 get there with a standardized test,
and we won鈥檛 get there with a culture of one right answer.
We know how to do this better,
and it鈥檚 time to do better.
16. How did the speaker鈥檚 grandmother get educated?
17. What subject did the speaker teach?
18. According to the speaker,
what is the main point of education?
Now listen to the following recording and answer questions 19 to 22.
Some colors that people see late at night
could cause signs of clinical depression.
That was the finding of a study that builds on earlier study findings.
They show that individuals
who live or work in low levels of light overnight
can develop clinical depression.
Doctors use the words 鈥渃linical depression鈥?
to describe severe form of depression.
Signs may include loss of interest or pleasure in most activities,
low energy levels and thoughts of death or suicide.
In the new study,
American investigators designed an experiment
that exposed rats to different colors.
The researchers chose rats
because they sleep during the day and are active at night.
The animals were separated into 4 groups.
One group of rats was kept in the dark during their nighttime period.
Another group was placed in front of a blue light,
a third group slept in front of a white light.
While a fourth was put in front of a red light.
After four weeks,
the researchers noted how much sugary water the rats drank.
They found that the more depressed animals
drank the least amount of water.
Randy Nelson heads the Department of Neuroscience
at Ohio State University.
He says animals that slept in blue and white light
appeared to be the most depressed.
Randy Nelson notes that photosensitive cells in the eyes
have little to do with eyesight.
He says these cells send signals to the area of the brain
that controls what has been called the natural sleep-wake cycle.
He says there鈥檚 a lot of blue in white light,
this explains why the blue light and white light
make rats appear to be more depressed
than the ones that see red light or darkness.
Mr Nelson has suggestions for people who work late at night,
or those who like to stay up late.
If these people are just living a typical mostly active life during the day,
mostly inactive at night,
they want to limit exposure to TVs
which are quite bluish in the light they give off,
and computer screens and things like that.
They can get filtered glass.
They can get filters on computer screen and filters on eReaders
to put it more in the reddish light.
19. What is the sign of clinical depression?
20. Why do the researchers choose rats in the study?
21. What kind of light makes the rats most depressed?
22. What is Mr. Nelson鈥檚 suggestion for people who work late at night?
Now listen to the following recording and answer questions 23 to 25.
Many college students have given up taking class notes by hand.
Instead, they type on laptop or tablet computers.
But scientists from Princeton University
and the University of California say that method is less effective.
If you need to remember something, write it.
Writing notes by hand is much better for long-term memory of ideas,
or conceptual information.
That is the finding of a study published
in the journal Psychological Science.
So, turn off your computer if you want to remember something.
Computers can take your attention away from your work.
They can be distracting.
Computers provide the chance to send a quick message to a friend,
check a sport鈥檚 score,
shop or watch a funny cat video.
But scientists say computers may hurt performance in school,
called academic performance.
Here is what the research showed.
Students who type notes on a keyboard often transcribe,
or write down what the professor says word-for-word.
They may write without really thinking about what they are writing.
These electronic notes contained more words.
But scientists say it leads to 鈥渕indless transcription.鈥?
Transcription means to record something exactly as you hear it.
However, students taking notes long-hand, or by writing them,
need to first process the information they hear.
Then they record just the main points, or summarize.
They use fewer words.
This is because people usually write slower than they type.
This process of summarizing information
leads to a deeper understanding,
say the researchers.
In the study, students listened to a teacher and then took a test.
Some took notes by typing on a computer.
The others took notes by writing them down.
Both groups performed about the same in remembering facts.
But students who typed their notes
did much worse on conceptual questions.
These questions required them to understand an idea.
Those who typed also could not stop transcribing
even after they were told to try to avoid it.
So even if you want to stop typing what you hear word-for-word,
you might not be able to.
Also, researchers found that those
who wrote their notes
remembered conceptual information better a week later.
Researchers believe that the students
who wrote notes long-hand
had a deeper understanding of ideas and concepts.
Scientists know that students probably
will still use their laptops and tablets in class.
But they suggest
using some of the available technologies
for writing notes by hand on computer screens.
They say this might be a good compromise
between old school and new school.
This research was contained in a classroom.
But the findings may be valuable for anyone
wanting to remember more of what they read, hear or see.
23. For students,
what may be affected by computers according to scientists?
24. What do we learn about taking notes by hand
in comparison with typing on computers?
25. What is scientists鈥?suggestion for taking notes on computers?
This is the end of Listening Comprehension.
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