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大学英语6级考试精准听力法 Model Test Nine

[00:13.70]Model Test Nine
[00:16.08]Section A
[00:18.69]Directions: In this section,
[00:22.37]you will hear 8 short conversations
[00:25.61]and 2 long conversations.
[00:29.17]At the end of each conversation,
[00:31.55]one or more questions will be asked
[00:34.06]about what was said.
[00:36.70]Both the conversation and the questions
[00:39.25]will be spoken only once.
[00:42.43]After each question there will be a pause.
[00:46.66]During the pause,
[00:48.11]you must read the four choices
[00:50.45]marked A), B), C) and D),
[00:55.23]and decide which is the best answer.
[00:58.85]Then mark the corresponding letter on Answer Sheet 2
[01:04.09]with a single line through the centre.
[01:08.07]Now let’s begin with the eight short conversations.
[01:12.79]11. W: I’d really like to learn how to play the piano, but it looks so complicated.
[01:19.50]M: Well, nothing is as complex as it looks so long as you make efforts.
[01:24.18]W: What does the man imply?
[01:41.24]12. W: I’m wondering how to educate the kids nowadays.
[01:45.99]It seems what I say is always against their will.
[01:49.82]M: That is generation gap,
[01:51.62]but you shouldn’t always give yourself into what they want.
[01:55.69]W: What does the man mean?
[02:12.62]13. W: The tests are finally finished, and the summer vacation is coming.
[02:18.83]I will have a good rest.
[02:20.65]M: Yes, but you know, if one thing or another happens,
[02:24.19]your plan may be completely changed.
[02:26.69]And chances are it may happen.
[02:30.27]W: What does the man mean?
[02:47.34]14. M: I spend money like water recently.
[02:52.34]I seem to go to the bank to return the money I spent through credit card every day.
[02:57.73]W: A credit card may bring you convenience,
[03:00.33]but it always makes you spend much more because you can’t see the money.
[03:05.48]M: What can we learn from the conversation?
[03:23.26]15. M: It is said that we should choose all the courses on the Internet.
[03:29.28]But I don’t know how?
[03:31.72]W: You should apply for a user name before you are able to fill out your information.
[03:36.97]And then click the course and submit your choice.
[03:41.04]M: What should the man do first?
[03:58.26]16. W: Have you noticed that many medical schools
[04:02.19]begin to teach such courses as Medical Ethics and the History of Medicine?
[04:07.42]M: Yes, they have developed new courses to
[04:09.84]balance the traditional emphasis on basic science and clinical medicine.
[04:14.54]They want their students to have a better understanding of ethics and history.
[04:19.19]W: What can we learn from the conversation?
[04:37.12]17. W: Scientists say the average temperature is rising. But I don’t feel it this year.
[04:44.23]M: Yes, but you know, human activities make it harder to predict the climate,
[04:48.80]and what’s more, it is extremely hard to understand the weather this year.
[04:53.85]W: What does the man mean?
[05:11.08]18. W: I can’t find your room. It seems you rent a new one.
[05:17.13]M: Yes, the landlord’s daughter just married
[05:19.79]and I can’t afford an apartment in the downtown.
[05:23.00]W: Why did the man move to a new place?
[05:40.92]Now you’ll hear the two long conversations.
[05:44.59]Conversation One
[05:46.60]W: Good morning, Professor McKay,
[05:48.96]can you tell me what you think your report on old people will achieve?
[05:54.53]M: We hope that it will help change people’s feelings about the old age.
[05:59.96]The problem is that far too many of us believe
[06:03.27]that most old people are poor, sick, lonely and unhappy.
[06:09.07]W: Are people’s mental abilities affected by old age?
[06:13.23]M: Certain changes do take place as we grow older,
[06:17.04]but this happens throughout life.
[06:19.52]These changes are very gradual,
[06:21.89]and happen at different times with different people.
[06:26.10]W: So that someone who enjoys new experiences—travel, education,
[06:31.15]and so on, in his middle years will usually continue to do so into old age?
[06:37.79]M: Exactly. We have carried out some very interesting experiments
[06:42.49]in which a group of people aged 60 to 70
[06:46.51]and a group aged 30 to 40 had to learn the same things.
[06:52.12]W: What kind of experiments?
[06:54.63]In one experiment, they began learning
[06:57.77]how to use three machines to make a piece of furniture.
[07:01.91]In another, they learnt to solve maths problems.
[07:06.51]W: So what conclusion have you found?
[07:09.78]M: In the first experiment, we discovered
[07:12.41]that the young group tended to be quicker
[07:15.11]at learning than the old group.
[07:18.08]W: Then what about their performance in terms of "learning effects"?
[07:23.02]M: Well,although the old group took longer to learn,
[07:26.89]eventually they performed as well as the young group.
[07:30.95]And when we tested the two groups several weeks later,
[07:34.89]there was again no difference between the two groups.
[07:39.33]W: What about the study of Mathematics?
[07:42.12]M: I have to say that’s a different story.
[07:45.07]There seems to be no doubt
[07:46.99]that people find maths more difficult as they grow older.
[07:51.64]However, I don’t know why...
[07:57.38]Questions 19 to 22 are based on the conversation you have just heard.
[08:04.48]19. What is the purpose of Professor McKay’s report?
[08:25.20]20. How does old age affect people’s mental abilities?
[08:46.06]21. What happens to the old group in learning to use machines?
[09:07.24]22. What does Professor McKay find about maths?

[09:28.31]Conversation Two
[09:30.37]W: Michael, do you go out to work?
[09:33.79]M: Not regularly. I used to have a job in a publishing company,
[09:38.34]but I realized it wasn’t really what I wanted to do
[09:42.61]and that what I wanted to do wouldn’t bring me much money,
[09:46.72]so I gave up working.
[09:49.16]W: But after that how do you support yourself?
[09:52.62]M: Luckily, I had a private income from my family to support me
[09:57.15]and now I do the things I want to.
[10:00.89]W: What are the advantages of
[10:02.69]not having to go to work from 9 a.m. to 5 p.m.?
[10:07.89]M: There’re two advantages really.
[10:10.25]One is that if you feel tired you don’t have to get up,
[10:14.45]and the other is that you can spend your time doing things
[10:18.07]you want to rather than being forced to do the same thing all the time.
[10:24.84]W: But surely you’re in a sense very self-indulgent and lucky
[10:29.76]because most of us have to go out and earn our livings.
[10:33.94]Do you feel justified in having this privileged position?
[10:37.83]M: Yes, because I think I use it well.
[10:41.49]I do things which I think are useful to people and the community
[10:46.12]and which I enjoy doing.
[10:48.52]W: Do you think that in order to lead a balanced life,
[10:52.48]people need some forms of work?
[10:55.29]M: Yes, I do, but I think it’s equally important
[10:58.84]that their attitude to work should be positive.
[11:02.52]If one is going to regard his work as drudgery,
[11:06.05]then I don't think there can be very much satisfaction in it.
[11:10.78]W: Well, thank you for sharing so much, Michael.
[11:13.57]M: My pleasure.
[11:16.55]Questions 23 to 25 are based on the conversation you have just heard.
[11:24.10]23. Why did the man give up his work?
[11:43.29]24. What is the advantage of NOT taking a 9 to 5 job?
[12:03.88]25. What is an important factor for a balanced life according to the man?

[12:25.39]Section B
[12:27.79]Directions: In this section,
[12:31.05]you will hear 3 short passages,
[12:34.72]at the end of each passage,
[12:36.77]you will hear some questions.
[12:39.20]Both the passage and the questions
[12:41.64]will be spoken only once.
[12:45.31]After you hear a question,
[12:47.63]you must choose the best answer
[12:49.85]from the four choices marked A), B), C) and D).
[12:54.62]Then mark the corresponding letter on Answer Sheet 2
[12:58.75]with a single line through the centre.
[13:01.85]Passage One
[13:04.02]50 million public school children in America are starting a new school year.
[13:09.29]Yet, at the same time, school systems in many areas are facing budget problems.
[13:15.20]The weak economy is not the only cause.
[13:17.88]Another reason that has something to do with this
[13:20.59]is the increased prices for food and fuel.
[13:24.07]They mean higher costs for school meals and bus transportation.
[13:29.11]The United States will spend more than 500 billion dollars on public education
[13:34.55]for the coming school year.
[13:36.57]The federal government helps pay,
[13:38.85]but the responsibility for education is mostly on local governments.
[13:43.86]Two major sources of money for public schools are property taxes and sales taxes.
[13:50.31]A slowdown in consumer spending, the engine of the economy,
[13:54.74]means fewer goods to tax.
[13:57.10]And the collapse of the housing market means less money
[14:00.30]to collect in property taxes.
[14:03.16]A report from the National Conference of State Legislatures said
[14:06.88]31 of the 50 states were having budget problems.
[14:12.05]Florida, for example, has cut school aid by about 2% per student.
[14:17.62]State officials say tax collections are low and lottery sales
[14:21.88]have fallen by $100 million.
[14:25.32]Florida and many other states use money
[14:28.01]from sales of lottery tickets to help pay for education.
[14:32.95]Around the country, the economic slowdown has added
[14:36.17]to the numbers of children receiving free or reduced price lunches at school.
[14:42.18]In other words, many of the same economic problems
[14:45.39]that have hit school budgets have also hit family budgets.
[14:49.79]Each year, the education groups gather opinions about American public schools.
[14:55.81]This year’s poll found support for increased use of federal taxes
[15:00.45]to finance public schools and to help young people attend college.
[15:07.88]Questions 26 to 29 are based on the passage you have just heard.
[15:15.31]26. Why do schools face budget problems?
[15:34.72]27. Which of the following is the major source of public school cost?
[15:56.11]28. Why does Florida cut school aid?
[16:15.54]29. What do most people want from government?

[16:34.97]Passage Two
[16:36.89]Thomas Edison’s major inventions were designed
[16:39.91]and built in the last years of the 1800s.
[16:43.86]However, most of them had their greatest effect in the 20th century.
[16:48.53]His inventions made the progress of technology possible.
[16:52.76]Thomas Edison was self-taught. He went to school for only three months.
[16:58.45]His teacher thought he could not learn because he had a mental problem.
[17:02.98]But young Tom could learn. He learned from books and he experimented.
[17:08.58]He worked in many different places
[17:10.77]and continued to experiment with electricity.
[17:14.53]Later, Edison started his own company.
[17:17.82]He announced that the company would improve existing telegraph devices
[17:22.52]and work on new inventions. He also proposed
[17:26.65]that his company would make inventions to order.
[17:30.50]When a reporter asked Edison what was the hardest invention to develop.
[17:35.29]He answered quickly—the electric light.
[17:39.15]He said that it was the most difficult and the most important.
[17:43.98]Before the electric light was invented,
[17:46.60]light was provided in most homes and buildings by oil or natural gas.
[17:52.25]Both caused many fires every year. Neither one produced much light.
[17:58.41]Edison had seen a huge and powerful electric light.
[18:02.81]He believed that a smaller electric light would be extremely useful.
[18:07.90]At first, people thought the electric light was extremely interesting
[18:12.57]but had no value. Homes and businesses did not have electricity.
[18:18.82]There was no need for it. Edison then started a company
[18:23.07]that provided electricity for electric lights for a small price each month.
[18:29.06]The small company grew slowly at first. Then it expanded rapidly.
[18:34.66]His company was the beginning of the electric power industry.
[18:40.08]Questions 30 to 32 are based on the passage you have just heard.
[18:46.02]30. What did Edison’s company do?
[19:05.01]31. What can be inferred about electric light from the passage?
[19:26.67]32. how did Edison make electric lights more useful?

[19:47.07]Passage Three
[19:49.61]What would happen if you were the only person left who spoke your language?
[19:55.07]Sometimes a language disappears immediately
[19:57.88]when the last person speaking it dies.
[20:01.38]Throughout history, the language spoken by a powerful group
[20:04.91]spreads across a civilization.
[20:07.44]The more powerful culture rarely respects the language
[20:10.62]and culture of smaller ethnic groups.
[20:13.73]So, smaller cultures lose their local language
[20:17.42]as the language of the culture in power becomes the stronger influence.
[20:22.49]The Internet could be thought of as a new method of language control.
[20:27.13]The United Nations Cultural Organization, UNESCO,
[20:30.77]says that 90% of the world’s languages are not represented on the Internet.
[20:37.50]Experts say protecting languages is very important for many reasons.
[20:42.61]Languages also contain valuable information
[20:46.04]about local medicines, plants and animals.
[20:49.77]David Harrison and Gregory Anderson of Living Tongues say
[20:53.98]that many endangered languages are spoken
[20:56.59]by native cultures in close contact with the natural world.
[21:01.20]Their ancient languages contain a great deal of information
[21:04.50]about environmental systems and species of plants and animals
[21:09.44]that are unknown to scientists.
[21:12.65]Each language also shows how a culture organizes information.
[21:18.21]Language is, in many ways, a window to the mind.
[21:22.73]What these languages contain are all kinds of ways
[21:25.82]that we structure the world. Language is a way of storing the history of a people.
[21:32.36]Languages reflect a different historical contact with other groups,
[21:36.56]for example, in the form of loan words that are borrowed
[21:40.33]from one language into another.
[21:42.46]And, for people that have no written history,
[21:45.50]language can be one of the ways that that history can be gotten
[21:49.40]at just by looking carefully at the different layers in the language.
[21:56.19]Questions 33 to 35 are based on the passage you have just heard.
[22:03.08]33. Why did some languages disappear?
[22:22.35]34. Why should we protect languages?
[22:41.54]35. Where can we find historical contact between groups?
[23:02.55]Section C
[23:04.65]Directions: In this section,
[23:07.73]you will hear a passage three times.
[23:11.37]When the passage is read for the first time,
[23:14.41]you should listen carefully for its general idea.
[23:18.85]When the passage is read for the second time,
[23:22.15]you are required to fill in the blanks
[23:24.91]numbered from 36 to 43 with the exact words
[23:30.34]you have just heard.
[23:32.94]For blanks numbered from 44 to 46
[23:37.37]you are required to fill in the missing information.
[23:42.07]For these blanks,
[23:43.50]you can either use the exact words
[23:46.10]you have just heard
[23:47.50]or write down the main points
[23:50.14]in your own words.
[23:53.12]Finally,
[23:54.23]when the passage is read for the third time,
[23:57.32]you should check what you have written.
[24:00.58]Now listen to the passage.
[24:04.17]These “green cities” are working to reduce energy use
[24:07.99]and pollution in new and creative ways. Such efforts by city governments
[24:13.08]not only help reverse the effects of climate change.
[24:16.78]They also help governments save large amounts of money on energy costs.
[24:22.15]And, cities that are leaders in this green movement set a good example
[24:26.90]to their citizens about the importance of environmental issues.
[24:31.85]The Kyoto Protocol is an international agreement aimed
[24:35.60]at reducing the release of harmful gases.
[24:39.22]The United States is not part of the agreement.
[24:42.32]But since 2005, over 800 American mayors have agreed
[24:47.60]to sign their own version of the protocol.
[24:50.87]It is called the Mayors Climate Protection Agreement.
[24:55.33]Local leaders have agreed to follow the items of the Kyoto Protocol
[24:59.26]in their communities.
[25:01.16]These mayors have come together to show
[25:03.53]how acting locally can help solve world problems and protect the environment.
[25:10.44]“Going green” generally includes saving energy and water,
[25:14.55]using natural and renewable materials.
[25:17.58]Eight years ago, officials in Chicago, Illinois,
[25:20.80]decided to replace the black tar roof on the city government building
[25:25.04]with a planted garden.
[25:28.31]The aim was to reduce energy costs, improve air quality
[25:33.03]and control the amount of rainwater entering the city’s waste system.
[25:37.66]Now, the area is cooler, the building requires less energy to keep cool,
[25:43.23]and the roof looks nice. Cost is also a major issue
[25:47.73]in creating “green” building and systems
[25:51.23]because these building materials usually cost more money
[25:54.91]than normal building materials.
[25:57.17]But, homeowners are increasingly willing to pay more money
[26:00.92]to have lower energy costs in the future.
[26:04.39]And builders are increasingly offering green building methods
[26:08.01]as they become more and more important to buyers.
[26:11.49]Investors are also betting on this interest.

[26:18.16]Now the passage will be read again.
[26:22.33]These “green cities” are working to reduce energy use
[26:25.98]and pollution in new and creative ways. Such efforts by city governments
[26:31.26]not only help reverse the effects of climate change.
[26:34.97]They also help governments save large amounts of money on energy costs.
[26:40.35]And, cities that are leaders in this green movement set a good example
[26:45.08]to their citizens about the importance of environmental issues.
[26:50.00]The Kyoto Protocol is an international agreement aimed
[26:53.82]at reducing the release of harmful gases.
[26:57.43]The United States is not part of the agreement.
[27:00.65]But since 2005, over 800 American mayors have agreed
[27:05.67]to sign their own version of the protocol.
[27:09.01]It is called the Mayors Climate Protection Agreement.
[27:13.57]Local leaders have agreed to follow the items of the Kyoto Protocol
[27:17.37]in their communities.
[27:19.38]These mayors have come together to show
[27:21.71]how acting locally can help solve world problems and protect the environment.
[27:28.71]“Going green” generally includes saving energy and water,
[27:32.74]using natural and renewable materials.
[27:36.07]Eight years ago, officials in Chicago, Illinois,
[27:39.00]decided to replace the black tar roof on the city government building
[27:43.28]with a planted garden.
[27:46.46]The aim was to reduce energy costs, improve air quality
[27:51.17]and control the amount of rainwater entering the city’s waste system.
[28:45.67]Now, the area is cooler, the building requires less energy to keep cool,
[28:51.19]and the roof looks nice. Cost is also a major issue
[28:55.70]in creating “green” building and systems
[29:48.92]because these building materials usually cost more money
[29:52.70]than normal building materials.
[29:54.95]But, homeowners are increasingly willing to pay more money
[29:58.71]to have lower energy costs in the future.
[30:02.10]And builders are increasingly offering green building methods
[30:05.75]as they become more and more important to buyers.
[30:58.94]Investors are also betting on this interest.
[31:04.81]Now the passage will be read for the third time.
[31:09.97]These “green cities” are working to reduce energy use
[31:13.47]and pollution in new and creative ways. Such efforts by city governments
[31:18.94]not only help reverse the effects of climate change.
[31:22.60]They also help governments save large amounts of money on energy costs.
[31:28.05]And, cities that are leaders in this green movement set a good example
[31:33.06]to their citizens about the importance of environmental issues.
[31:37.69]The Kyoto Protocol is an international agreement aimed
[31:41.51]at reducing the release of harmful gases.
[31:45.05]The United States is not part of the agreement.
[31:48.30]But since 2005, over 800 American mayors have agreed
[31:53.35]to sign their own version of the protocol.
[31:56.61]It is called the Mayors Climate Protection Agreement.
[32:01.16]Local leaders have agreed to follow the items of the Kyoto Protocol
[32:05.12]in their communities.
[32:07.01]These mayors have come together to show
[32:09.27]how acting locally can help solve world problems and protect the environment.
[32:16.27]“Going green” generally includes saving energy and water,
[32:20.42]using natural and renewable materials.
[32:23.50]Eight years ago, officials in Chicago, Illinois,
[32:26.78]decided to replace the black tar roof on the city government building
[32:30.85]with a planted garden.
[32:34.10]The aim was to reduce energy costs, improve air quality
[32:38.88]and control the amount of rainwater entering the city’s waste system.
[32:43.56]Now, the area is cooler, the building requires less energy to keep cool,
[32:49.08]and the roof looks nice. Cost is also a major issue
[32:53.61]in creating “green” building and systems
[32:57.03]because these building materials usually cost more money
[33:00.74]than normal building materials.
[33:03.08]But, homeowners are increasingly willing to pay more money
[33:06.80]to have lower energy costs in the future.
[33:10.24]And builders are increasingly offering green building methods
[33:13.88]as they become more and more important to buyers.
[33:17.34]Investors are also betting on this interest.
[33:24.28]This is the end of listening comprehension.
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