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大学英语6级考试精准听力法 Model Test Eight

[00:12.87]Model Test Eight
[00:16.28]Section A
[00:18.16]Directions: In this section,
[00:21.30]you will hear 8 short conversations
[00:24.36]and 2 long conversations.
[00:27.38]At the end of each conversation,
[00:29.55]one or more questions will be asked
[00:31.71]about what was said.
[00:34.29]Both the conversation and the questions
[00:37.02]will be spoken only once.
[00:39.82]After each question there will be a pause.
[00:43.66]During the pause,
[00:45.19]you must read the four choices
[00:47.25]marked A), B), C) and D),
[00:51.06]and decide which is the best answer.
[00:54.64]Then mark the corresponding letter on Answer Sheet 2
[00:59.42]with a single line through the centre.
[01:03.42]Now let’s begin with the eight short conversations.
[01:09.78]11. W: Oh, this is a beautiful city.
[01:13.56]I’m really glad I’ve brought my camera.
[01:16.13]M: Yes, there are lots of things to take pictures of,
[01:19.35]but I hope you will not plan to spend all your time taking pictures.
[01:23.34]I have some friends who would like to meet you.
[01:26.80]Q: What does the man want the woman to do?
[01:44.63]12. M: Congratulations! You certainly did quite well
[01:49.54]and I must say you deserve that grade.
[01:52.64]W: Well, I really studied hard for that exam.
[01:56.15]I’ve been preparing for it for more than a month.
[01:59.16]Now, I can relax for a while.
[02:02.00]Q: What can we learn about the woman?
[02:19.26]13. W: I can’t decide what to serve for dessert tonight.
[02:24.49]We’re having roast beef, baked potatoes with sour cream,
[02:27.96]and a Caesar salad. Any suggestions?
[02:31.11]M: Well, I really like your strawberry pie,
[02:33.86]but strawberries are out of season now.
[02:36.35]Why not serve something like pizza?
[02:39.31]Q: What probably will not be served tonight?
[02:57.10]14. M: This TV set is getting worse and worse.
[03:01.77]Now it doesn’t work at all.
[03:04.27]W: Here’s an advertisement about a big TV sale.
[03:07.56]There might be some good bargains in it.
[03:10.72]Q: What does the woman suggest?
[03:27.50]15. M: Mary is in charge of the art and music section
[03:32.17]and Charles the sports page. What about you?
[03:35.46]W: I’m responsible for the editorials.
[03:38.87]Q: Where does the woman work?
[03:55.87]16. W: I’ve been suffering from some sort of depression these days,
[04:01.72]so I’m coming for your help.
[04:04.10]M: Yes, madam. But when do you usually feel depressed most,
[04:08.24]at night or during the day?
[04:11.16]Q: What is the man’s profession?
[04:28.34]17. W: Dr. Eliot, I think you may have made a mistake
[04:33.09]in counting my scores. When I added them up I came up
[04:37.87]with a slightly higher grade than you did.
[04:40.73]M: I’d be happy to check it for you.
[04:42.88]And if I made a mistake in the grade,
[04:45.06]I’ll be sure to correct it. Don’t worry.
[04:48.85]Q: What does the man imply?
[05:05.78]18. M: I ran into your friend Mark yesterday on the street.
[05:10.72]And he said he hadn’t heard from you for two months.
[05:14.01]W: Yes, I know. But I’ve been too busy to phone him.
[05:18.66]Q: What do we learn from the conversation?
[05:36.17]Now you will hear two long conversations.
[05:39.78]Conversation One
[05:42.18]W: Hi, Bill, how is it going?
[05:44.23]M: Oh, hi, Jane. I’m OK. How about you?
[05:48.21]W: You can probably tell just by looking at me.
[05:51.31]I’m really busy. Hey, what are you reading?
[05:54.61]M: A pretty interesting article. My biology professor assigned it,
[05:58.90]and I thought I would just look it over.
[06:01.26]But I got really involved in it. It’s about endangered species.
[06:05.98]W: That sounds pretty interesting.
[06:08.21]I’m getting frustrated with the two research papers
[06:11.14]I’m struggling with.
[06:12.73]M: Oh?
[06:13.61]W: And can you believe they are both due on the same day?
[06:18.00]M: That’s tough.
[06:19.49]W: I’ll get through it. So what on earth are you reading?
[06:23.23]M: Well, it’s basically about the choices conservationists are faced
[06:27.28]with. You know, these days when funding is so hard to come by.
[06:31.73]W: Wait a minute. Does it focus on biology or economics?
[06:36.33]M: Both. Conservationists don’t have enough funding
[06:39.58]to save every endangered species in the world,
[06:43.04]so they have to decide based on
[06:44.82]what would be lost if a species became extinct.
[06:48.89]W: Can you give me an example of what you mean?
[06:51.89]M: Take two animals for instance, the spotted owl
[06:55.07]and the tailed toad. The article says the toad is unique.
[06:59.45]It has no relatives. But there are a lot of varieties of owls.
[07:03.83]W: So, if that toad became extinct,
[07:06.93]we’d lose an important link in the chain of evolution, right?
[07:10.58]M: Exactly. But that isn’t so for the owl.
[07:14.11]So for conservationists, it might be a clear choice
[07:17.89]which animal to save.
[07:19.61]W: I see. I am glad I don’t have to make that kind of decision.
[07:24.29]Aren’t you?
[07:26.17]Questions 19 to 21 are based on the conversation you have just heard.
[07:32.18]19. Why does the woman say she is frustrated?
[07:51.72]20. What problems do conservationists have?
[08:11.36]21. What can be inferred about the tailed toad?
[08:31.21]Conversation Two
[08:33.55]M: Hey, Sue, I was wondering if you could fill me in
[08:36.41]on Monday’s class. I had to go to the dentist for an emergency
[08:40.54]and I missed Professor Smith’s lecture. What was it on?
[08:44.56]W: It was pretty interesting. She talked about volcanoes,
[08:48.52]active volcanoes, under the...uh, West Antarctic ice sheet.
[08:53.78]M: There are active volcanoes under the ice?
[08:57.10]W: Apparently so. She said they help protect the ice sheets
[09:01.46]and prevent melting. Flooding would be pretty bad
[09:04.82]if that ice melted—not only there but all over the world.
[09:09.85]M: You lost me there. Volcanoes are hot.
[09:13.38]How can something hot prevent ice from melting?
[09:16.72]W: Wait a minute. Let me check my notes...yeah, here it is.
[09:20.85]Volcanic heat melts just enough ice to create a slippery surface
[09:25.59]on the bottom of the glacier.
[09:27.57]This water allows ice to flow out into the ocean,
[09:31.70]so the solid interior ice is protected from the ocean’s warmth.
[09:36.59]Does that make sense?
[09:38.16]M: Sort of. You mean that because the ice is flowing out to the ocean,
[09:43.31]the warmer ocean water can’t flow in?
[09:46.18]W: Exactly. And the ice that melts is constantly being replaced
[09:50.84]by snow. Professor Smith said
[09:53.61]if the ice sheet ever broke up and melted,
[09:56.55]the sea level would go up seven meters.
[09:59.74]Then we’d have those floods.
[10:01.98]M: Is that really possible, or is it one of those exaggerations
[10:06.04]you hear about all the time?
[10:08.48]W: As far as I can understand, it is possible
[10:11.68]because of global warming. I mean, if the ocean got a lot warmer,
[10:16.50]that interior ice would be very likely to melt.
[10:20.56]M: Thanks for telling me about the lecture.
[10:22.75]Sounds like I missed a pretty important class!
[10:27.40]Questions 22 to 25 are based on the conversation you have just heard.
[10:33.69]22. Why did the man ask the woman about the lecture?
[10:54.25]23. What was the topic of the professor’s lecture?
[11:14.03]24. What information confused the man?
[11:33.59]25. According to the woman, what protects the interior ice
[11:38.88]from the warmth of the ocean?
[11:56.08]Section B
[11:57.73]Directions: In this section,
[12:00.98]you will hear 3 short passages,
[12:04.39]at the end of each passage,
[12:06.19]you will hear some questions.
[12:08.84]Both the passage and the questions
[12:11.46]will be spoken only once.
[12:14.34]After you hear a question,
[12:16.23]you must choose the best answer
[12:18.78]from the four choices marked A), B), C) and D).
[12:24.57]Then mark the corresponding letter on Answer Sheet 2
[12:29.18]with a single line through the centre.
[12:32.99]Passage One
[12:35.06]Before the 1950s, blue jeans were popular only
[12:38.81]in the West and Southwest. Today almost everyone wears them.
[12:44.03]Americans buy 500 million pairs of jeans a year.
[12:48.41]That’s more than two pairs per person.
[12:51.21]Blue jeans are also popular in Europe, Latin America and the Far East.
[12:56.71]Foreign sales total about 2 000 million pairs each year.
[13:02.29]Levi Strauss, a German immigrant, was the inventor.
[13:06.06]He left Germany in 1848 and came to New York City
[13:10.27]to be near his two brothers.
[13:12.67]For two years he was a door-to-door salesman.
[13:16.02]He worked hard but didn’t make enough money.
[13:18.99]So, like many other Easterners, he decided to go to San Francisco
[13:24.22]where he hoped to find gold and strike it rich.
[13:28.12]When Levi went West, he took some canvas,
[13:31.56]a kind of very strong cloth with him.
[13:34.52]He wanted to sell it to the miners for making tents.
[13:38.03]His canvas was the wrong kind for tents,
[13:41.30]but Levi found another use for it.
[13:44.34]A miner told Levi that he needed a good strong pair of pants
[13:49.03]because digging for gold was hard work.
[13:51.90]When Levi heard that, he measured the miner
[13:54.87]with a piece of string and made him a pair of canvas pants.
[13:59.12]This news spread quickly. Very soon Levi sold a lot of pants,
[14:04.41]but he ran out of canvas. He wrote to his brothers in New York
[14:08.90]and told them to send more.
[14:11.05]Instead they sent him some heavy cotton cloth called denim.
[14:15.87]Much of this kind of cloth came from Genes
[14:19.03](the French name for the city Genoa, Italy).
[14:22.41]Levi changed the spelling of Genes to Jeans.
[14:26.67]He also dyed it blue and then called his new pants blue jeans.
[14:31.72]Today, more than 130 years after Levi Strauss invented them,
[14:36.83]blue jeans are still popular in the world.
[14:41.83]Questions 26 to 28 are based on the passage you have just heard.
[14:47.79]26. Why did Levi Strauss go West?
[15:07.44]27. What did Levi Strauss take with him to San Francisco?
[15:28.09]28. What is the passage mainly about?
[15:47.27]Passage Two
[15:49.18]Millionaire Arthur Ryerson stepped on board the Titanic in high spirits.
[15:54.91]He was going to enjoy this trip across the Atlantic.
[15:58.77]This was the Titanic’s first voyage, a trip from England to New York City.
[16:04.42]Her decks were filled with libraries, smoking rooms, dining rooms, a gymnasium,
[16:09.96]and a swimming pool promised a relaxing week.
[16:13.73]She was carrying 2 224 passengers and crew
[16:18.18]when she pulled out on April 10, 1912.
[16:22.37]The first four days of the trip were clear, calm and cold.
[16:26.80]The evening of April 14 was relaxed and friendly.
[16:30.96]By 11:30, most passengers were sleeping,
[16:34.54]while others were reading, drinking, or writing letters.
[16:38.84]Arthur Ryerson was playing cards with three of his friends.
[16:42.95]Suddenly, one of the crewmen saw something in the water.
[16:46.94]He immediately rang three bells and radioed the engine room.
[16:51.49]“Iceberg, right ahead! Stop!” It was too late.
[16:56.05]The iceberg ripped a 300-foot hole in the Titanic’s right side.
[17:01.50]The ship was filling with water and sinking fast.
[17:05.48]There was no panic on board. Arthur Ryerson was one of the men
[17:09.76]who helped women and children into the lifeboats.
[17:13.69]When he saw there would be no room for himself
[17:16.74]or any of the other men on the ship, he and his three friends
[17:21.03]returned to the smoking room and to their game of cards.
[17:25.37]They were still playing as the Titanic sank into the icy waters.
[17:30.74]On that cold evening in 1912, 1 513 people lost their lives in
[17:38.92]one of the worst sea disasters in history.
[17:44.19]Questions 29to 31 are based on the passage you have just heard.
[17:50.20]29. Where was the ship sailing?
[18:08.86]30. Who saw the iceberg first?
[18:27.80]31. Why didn’t Arthur Ryerson get into a lifeboat?
[18:47.87]Passage Three
[18:50.15]All big cities are quite similar.
[18:52.76]Living in a modern Asian city is not very different from living in an American city.
[18:58.24]The same cannot be said about living on farms, however.
[19:02.53]In many parts of the world, farmers and their families live in villages or towns.
[19:08.20]In the United States, however, each farm family lives on its own fields,
[19:13.41]often beyond the sight of any neighbors.
[19:16.26]Instead of traveling from a village to the fields every morning,
[19:19.97]American farmers stay on their land throughout the week.
[19:23.84]They travel to the nearest town on Saturdays for shopping
[19:27.39]or on Sundays for church. The children ride on buses to large schools
[19:33.13]which serve all of the farm families living in the area.
[19:37.09]In some areas, there are small schools serving a few farm families,
[19:42.40]and the children walk to school. Of course life keeps changing for everyone,
[19:48.14]including farmers. Today there are cars, good roads, radios, and television sets.
[19:55.22]And of course there are modern machines for farming.
[19:59.00]All of these have changed farm life.
[20:02.15]For many years, however, farming in America was often a lonely way of living.
[20:07.98]Farmers had to deal with their own problems, instead of getting help from others.
[20:13.36]They learned to try new methods, and to trust their own ideas
[20:17.75]instead of following older ways.
[20:22.35]Questions 32 to 35 are based on the passage you have just heard.
[20:28.32]32. What can we learn from the passage?
[20:47.58]33. How do farmers’ children go to school according to the passage?
[21:08.28]34. What can we infer about life for farmers in America?
[21:29.21]35. What can we learn about American farmers’ lives in the past?
[21:50.90]Section C
[21:52.59]Directions: In this section,
[21:55.75]you will hear a passage three times.
[21:59.18]When the passage is read for the first time,
[22:01.95]you should listen carefully for its general idea.
[22:05.90]When the passage is read for the second time,
[22:08.48]you are required to fill in the blanks
[22:11.68]numbered from 36 to 43 with the exact words
[22:16.68]you have just heard.
[22:18.69]For the blanks numbered from 44 to 46
[22:22.34]you are required to fill in the missing information.
[22:26.22]For these blanks,
[22:27.51]you can either use the exact words
[22:29.93]you have just heard
[22:31.14]or write down the main points
[22:33.58]in your own words.
[22:35.55]Finally,
[22:36.41]when the passage is read for the third time,
[22:39.30]you should check what you have written.
[22:42.82]Now listen to the passage.
[22:46.15]Many college students find college courses not as interesting as they expect.
[22:52.29]Far too many courses rely principally or entirely on lectures,
[22:57.53]an arrangement much loved by faculty and administrators
[23:01.53]but scarcely designed to benefit the students.
[23:05.50]One problem with lectures is that listening intelligently is hard work.
[23:11.26]Reading the same material in a textbook is a more efficient way to learn
[23:16.44]because students can proceed as slowly as they need to
[23:20.23]until the subject matter becomes clear to them.
[23:23.96]Even simply paying attention is very difficult;
[23:27.47]people can listen at a rate of 400 to 600 words a minute,
[23:32.44]while the most impassioned professors talk at scarcely a third of that speed.
[23:37.93]The time lag between speech and comprehension leads to daydreaming.
[23:42.99]Many students believe years of watching television
[23:46.40]have damaged their attention span ,
[23:49.20]but their real problem is that listening attentively is much harder
[23:53.41]than they think. Worse still, attending lectures is passive learning,
[23:59.06]at least for inexperienced listeners. Active learning,
[24:03.10]in which students write essays or perform experiments
[24:06.93]and then have their work evaluated by an instructor, is far more beneficial for
[24:12.37]those who have not yet fully learned how to learn.
[24:16.56]While it’s true that techniques of active listening,
[24:19.56]such as trying to anticipate the speaker’s next point or taking notes selectively,
[24:25.59]can enhance the value of a lecture, few students possess
[24:29.83]such skills at the beginning of their college careers.
[24:33.72]Most commonly, students try to write everything down
[24:37.58]and even bring tape recorders to class in a clumsy effort to capture every word.
[24:45.33]Now the passage will be read again.
[24:48.50]Many college students find college courses not as interesting as they expect.
[24:54.59]Far too many courses rely principally or entirely on lectures,
[24:59.83]an arrangement much loved by faculty and administrators
[25:03.65]but scarcely designed to benefit the students.
[25:07.79]One problem with lectures is that listening intelligently is hard work.
[25:13.56]Reading the same material in a textbook is a more efficient way to learn
[25:18.74]because students can proceed as slowly as they need to
[25:22.58]until the subject matter becomes clear to them.
[25:26.26]Even simply paying attention is very difficult;
[25:29.77]people can listen at a rate of 400 to 600 words a minute,
[25:34.73]while the most impassioned professors talk at scarcely a third of that speed.
[25:40.28]The time lag between speech and comprehension leads to daydreaming.
[25:45.36]Many students believe years of watching television
[25:48.54]have damaged their attention span ,
[25:51.50]but their real problem is that listening attentively is much harder
[25:56.54]than they think.
[26:47.09]Worse still, attending lectures is passive learning,
[26:51.19]at least for inexperienced listeners. Active learning,
[26:55.25]in which students write essays or perform experiments
[26:59.06]and then have their work evaluated by an instructor,
[27:52.71]is far more beneficial for those who have not yet fully learned how to learn.
[27:58.95]While it’s true that techniques of active listening,
[28:01.72]such as trying to anticipate the speaker’s next point or taking notes selectively,
[28:57.57]can enhance the value of a lecture, few students possess
[29:01.81]such skills at the beginning of their college careers.
[29:05.69]Most commonly, students try to write everything down
[29:09.49]and even bring tape recorders to class in a clumsy effort to capture every word.
[29:16.29]Now the passage will be read for the third time.
[29:20.36]Many college students find college courses not as interesting as they expect.
[29:26.46]Far too many courses rely principally or entirely on lectures,
[29:31.61]an arrangement much loved by faculty and administrators
[29:35.76]but scarcely designed to benefit the students.
[29:39.64]One problem with lectures is that listening intelligently is hard work.
[29:45.41]Reading the same material in a textbook is a more efficient way to learn
[29:50.57]because students can proceed as slowly as they need to
[29:54.42]until the subject matter becomes clear to them.
[29:58.01]Even simply paying attention is very difficult;
[30:01.77]people can listen at a rate of 400 to 600 words a minute,
[30:06.54]while the most impassioned professors talk at scarcely a third of that speed.
[30:12.02]The time lag between speech and comprehension leads to daydreaming.
[30:17.11]Many students believe years of watching television
[30:20.40]have damaged their attention span ,
[30:23.23]but their real problem is that listening attentively is much harder
[30:27.44]than they think. Worse still, attending lectures is passive learning,
[30:33.09]at least for inexperienced listeners. Active learning,
[30:37.24]in which students write essays or perform experiments
[30:40.99]and then have their work evaluated by an instructor, is far more beneficial for
[30:46.50]those who have not yet fully learned how to learn.
[30:50.65]While it’s true that techniques of active listening,
[30:53.71]such as trying to anticipate the speaker’s next point or taking notes selectively,
[30:59.73]can enhance the value of a lecture, few students possess
[31:03.90]such skills at the beginning of their college careers.
[31:07.95]Most commonly, students try to write everything down
[31:11.75]and even bring tape recorders to class in a clumsy effort to capture every word.
[31:20.00]This is the end of listening comprehension.
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