密码:
注册找密码我的浏览
设首页加收藏加书签 ______

首页每天学英语新概念六级音标词汇语法四级研究生大学高中初中小学少儿演讲有声圣经VOA商务雅思

您所在的位置: 大耳朵首页 > 听力资料 > 在线视听资料 >...> 英语六级考试 > 2013星火英语英语6级听力直通249分+MP3(含字幕). > 正文

站内搜索:

小提示:学单词背单词请到大耳朵免费在线背单词系统
tav/[tɑ:v,tɑ:f,tƆ:f]/ n.希伯莱语的第二十三个(即最后一个)字母 ...

MODEL TEST 07 星火英语英语6级听力直通249分+MP3(含字幕)

MODEL TEST 7
Section A
Directions:
In this section,
you will hear 8 short conversations
and 2 long conversations.
At the end of each conversation,
one or more questions will be
asked about what was said.
Both the conversation
and the questions
will be spoken only once.
After each question
there will be a pause.
During the pause,
you must read the four choices
marked A), B), C) and D),
and decide which is the best answer.
Then mark the corresponding letter
on Answer Sheet 2
with a single line
through the center.
Now let's begin with
the 8 short conversations.
11.W: Did you go shopping this afternoon?
M: Yes, but all I got was a sore foot.
Q: What does the man mean?
12.M: If we turn down his offer,
we may not get another partner.
W: That's exactly what I have in mind.
Yet, even so,
we can't afford to
do business with somebody unreliable.
Q: What can we learn from the conversation?
13.M: Excuse me,
I'd like to request an early morning call
at 6 sharp.
Hmmm, by phone, please,
I don't want to disturb my neighbors.
W: Ok, 6 o'clock.
Which room are you in, sir?
Q: Where does the conversation take place?
14. M: Hey, Louise,
I've got a used copy of our
chemistry textbook for half price.
W: I'm afraid you wasted your money,
yours is the first edition,
but we're supposed to be
using the third edition.
Q: What has the man done?
15. M: Now, what's your problem, Madam?
W: Oh, yes. My husband bought
this yellow skirt here yesterday.
It is very nice,
but it's not the color I want.
Have you got any blue ones?
Q: What does the woman want to do?
16.W: The place I've heard
so much about is Los Angeles.
The climate is pretty good.
Year-round flowers,
year-round swimming.
How do you like it?
M: Well, the beaches are beautiful.
But the people there are
terribly annoyed by the dirty air.
I mean, the combination of fog,
smoke and automobile exhaust.
There is not enough wind
to blow it away.
Q: What does the man
think of Los Angeles?
17.M: I hear you are
moving to an apartment.
Can you tell me why?
W: Actually, I didn’t want to move.
It would be more expensive to
live outside the college.
But I just can’t bear the noise
made by the people living next door.
Q: Why does the woman want to move?
18. W: I wonder if you have time to
go to the food store today.
We have almost run out of bread.
M: You’d better do that.
I haven’t got my report ready yet,
but my boss needs it tomorrow.
Q: Why isn’t the man
going to do the shopping?
Now you will hear the
two long conversations.
Conversation One
W: Hello, Jim.
M: Hi, Judy. The instructor
really liked my sketches,
but she hasn’t seen my painting yet.
W: En , there seems to be
something wrong with it though.
M: Yeah, I know what you mean.
It doesn’t look right to me either.
W: I think I know.
Look here at the sky,
it just seems to fit in
with other colors of the painting.
M: What do you mean?
Everyone know the sky is blue.
W: Well, that’s depends.
Sometimes it is
and sometimes it isn’t,
as sunset can be full
of reds and purples.
Well, even now, look at it now,
Jim, what do you see?
M: It looks blue to me.
W: Look again.
Do you see a kind of
yellowish-brown color?
M: Oh yeah,
I see what you mean.
W: By adding some tan
to your sky,
I think you’ll
get more actual picture,
and the color will
look more natural.
M: I think I’ll try that.
How do you get to
know so much about painting?
Have you taken a lot of courses?
W: No, actually.
But my father is an artist.
M: A professional artist?
W: Oh yeah. When we were kids,
he always talked to us
about his work.
M: I wish we could talk some more.
How about going for a cup of coffee?
I’m ready for a break.
W: I’d love to,
but I have to study
for a history exam.
In fact, I was just on my way
to the study group,
and I think I am already late.
Maybe tomorrow?
M: Great,
I’ll meet you at the students’ center
after my class.
A little after three, OK?
W: Sounds good.
Get around now.
M: Bye, Judy.
Questions 19 to 21 are based on
the conversation you have just heard.
19. What are the speakers
mainly discussing?
20. What does the woman
suggest the man do?
21. What does the woman
plan to do next?
Conversation Two
W: I understand you are taking
the American literature
seminar this semester, Jim.
How do you like it?
M: I find it very interesting.
Our first reading assignment
was the book Travels
with Charley by John Steinbeck.
W: I’ve heard that
it includes descriptions of
many different parts
of the United States.
M: Yes, that’s quite true.
Steinbeck and his pet poodle,
Charley, had lots of adventures.
They got caught in a hurricane
in New York. In Maine,
they met migrant farm workers
and in California they visited
some of Steinbeck’s old friends.
W: Well, that's
certainly a lively guide
for travelers.
Do you think the book is
an artistic masterpiece as well?
M: That's a good question.
I’ve been giving it
some serious thought
because I’m writing my seminar paper
on that exact topic.
I guess that
Steinbeck is a talented writer,
but not a great one.
W: What would you say is
his strongest point as a writer?
M: Steinbeck’s description of
the various states is
the best part of the book,
I think. Although
I haven’t been there yet,
I feel that I know
not only the terrain of
Texas and Idaho,
but also the character
of the people who live there.
W: Yes, I’ve often learned
that Steinbeck can communicate
a sense of place very clearly.
Does the book have any central theme
to hold all these description together?
M: That’s what
I am trying to explain in my paper.
I think Steinbeck’s theme
is the urge to travel.
He captures the curiosity,
the desire for experiences
and the need to expand one’s horizons
that motivate all of us
towards intellectual growth.
Questions 22 to 25 are based on
the conversation you have just heard.
22. What was Jim’s first reading assignment
for his American literature seminar?
23. What does Jim think
about Steinbeck as a writer?
24. What does Jim admire most
in Steinbeck’s book?
25. According to Jim,
What is Steinbeck’s central theme?
Section B
Directions:
In this section,
you will hear 3 short 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 2 with a single line
through the center.
Passage One
Strikes are very common in Britain.
They are extremely
harmful to its industries.
In fact, there are other countries
in Western Europe that lose
more working days through strikes every year
than Britain.
The trouble with the strikes in Britain
is that they occur in essential industries.
There are over 495 unions in Britain.
Some unions are very small.
Over 20 have more than 100 000 members.
Unions do not exist
only to demand higher wages.
They also educate their members.
They provide benefits for the sick
and try to improve working conditions.
Trade unioners say
that we must thank the unions
for the great improvement
in working conditions
in the last hundred years.
It is now against the law
for union members to go on strike
without the support of their union.
This kind of strike is
called the unofficial strike
and was common until recently.
Employers feel that unofficial strikes
were most harmful
because they would not be predicted.
However, these unofficial strikes still
occur from time to time
and some unions have
also refused to
cooperate with the law.
As a result, the general picture
of the relations between workers
and employers in Britain
has gone from bad to worse.
Questions 26 to 28 are based on
the passage you have just heard.
26. In what way are strikes
in Britain different from those
in other European countries?
27. Why are British employers
so afraid of unofficial strikes?
28. What conclusion can be drawn
from this passage?
Passage Two
Deep Springs is an American college.
It is an unusual college.
It is high in the white mountains
in California not in a college town.
The campus is a collection
of old buildings
with no beautiful classrooms.
The only college-like thing
about Deep Springs is its library.
Students can study from
the 17 000 books 24 hours a day.
The library is never crowded
as there are only 24 well-qualified
male students at the college.
In addition, there are only
five full-time professors.
These teachers believe in the idea
of this college.
They need to believe in it.
They do not get much money.
In fact, their salaries are
only about 9 000 dollars
a year plus room
and meals.
The school gives the young teachers
as well as the students something more
important than money.
"There is no place like Deep Springs,"
says a second-year student
from New York State,
"Most colleges today
are much the same
but Deep Springs is not
afraid to be different.
" He says that students
at his college are in a situation
quite unlike the other schools.
Students are there to learn
and they cannot run away
from problems.
There is no place to escape to.
At most colleges,
students can close their books
and go to a film.
They can go out to restaurants
or to parties.
Deep Springs students have completely
different alternatives.
They can talk to each other
or to their teachers.
Another possible activity is
to go to the library to study.
They might decide to do some work.
The student who doesn' t want to do
any of these activities
can go for a walk in the desert.
Deep Springs is far from the
world of restaurants and cinemas.
There is not even
a television set on campus.
Questions 29 to 32 are based on
the passage you have just heard.
29. What is true of the campus
of Deep Springs College?
30. What is the total number
of students at Deep Springs College?
31. Which of the following
is mentioned in the passage?
32. What can students
at Deep Springs do
in their spare time?
Passage Three
Although unemployment is very serious,
it would be much worse
if we were not taking the combined action
that we as a government
and the bank of England have been taking.
The fact remains that 2 000 people
have lost their jobs everyday during the last year
while youth unemployment is down to 938 000.
People between the ages of 16 and 24 now
account for full 38 percent of those unemployed
and that's going to have fierce reactions
across the whole society
as the order commission warned earlier this week.
The other thing worth noting about these jobless figures
is that the disparity between the claimant count
by those people who are signing on for Jobseekers' Allowance
and the ILO Measure which is a broadened measure
of those people who without work
but not necessarily claiming benefits is continuing.
Now the government is looking at this already,
and there are some suggestions that one may be the case.
One theory is that people who've lost their jobs
simply depending on their partners
rather than signing on forbenefits themselves.
Now there're a couple of raise of hope.
First of all,
we've had earnings figures out today.
Earnings figures in the 3 months to June
were up to 2.5% and
that's improvement on the previous situation,
potentially that's good news for consumer spending.
However it should be borne out
that's within the private sector
which is counting for 80%
of the workforce earning's running rising by some 2.1%.
The majority of that increase is in the public sector,
which again doesn't bode well
for the government's attempts to ease back on public spending.
Questions 33 to 35 are based on the passage
you have just heard.
33. What does the passage mainly talk about?
34. What is ILO Measure according to the passage?
35. What does the passage say about earnings figures?
Section C
Directions: In this section,
you will hear a passage
three times.
When the passage is read
for the first time,
you should listen carefully
for its general idea.
When the passage is read
for the second time,
you are required to fill
in the blanks numbered
from 36 to 43
with the exact words
you have just heard.
For blanks numbered
from 44 to 46
you are required to fill
in the missing information.
For these blanks,
you can either use the exact words
you have just heard
or write down the main points
in your own words.
Finally, when the passage
is read for the third time,
you should check
what you have written.
Now listen to the passage.
In Britain, the idea
of the Welfare State
could be said to have begun with
the Poor Relief Act in 1601.
This acknowledged that society
as a whole had a responsibility
towards its weaker members, people
who suffered as a result of
circumstances that they could not control,
such as illness
or inability to work.
Before that, religious orders
were the only organizations
to look after people
who had no one to care for them.
The poor Relief Act was
revised in the nineteenth century.
In the years before
the 1914—1918 war
the Liberal Prime Minister,
Lloyed George, introduced a pension
for people over seventy
and some from of compensation
for the people injured
while working in industry.
The basis of
today’s Welfare States
in Brian was laid in 1942
by a former director
of the London School of Economics,
Sir William Beveridge.
He proposed a radical scheme
for the abolition of poverty
through a system of social insurance.
But his proposal didn’t stop there.
He said that, in order to
reconstruct British society
on a more just
and democratic basis,
other evils had to be tackled.
There were, he said,
disease, ignorance, squalor and idleness.
After considerable political struggle
an Education Act was passed in 1944.
It abolished school fees.
It raised the school leaving age
from fourteen to fifteen
and provided for further education
until the age of eighteen.
In 1948 the establishment
of the National Health Service
gave every Briton the right to
free medical, dental and eye treatment.
Now the passage will be read again.
In Brian the idea
of the Welfare State
could be said to have begun with
the Poor Relief Act in 1601.
This acknowledged that society
as a whole had a responsibility
towards its weaker members, people
who suffered as a result of
circumstances that
they could not control,
such as illness
or inability to work.
Before that, religious orders
were the only organizations
to look after people
who had no one to care for them.
The poor Relief Act was
revised in the nineteenth century.
In the years before
the 1914-1918 war
the Liberal Prime Minister,
Lloyed George, introduced a pension
for people over seventy
and some from of compensation
for the people injured
while working in industry.
The basis of
today's Welfare States
in Britain was laid in 1942
by a former director
of the London School of Economics,
Sir William Beveridge.
He proposed a radical scheme
for the abolition of poverty
through a system of social insurance.
But his proposal didn't stop there.
He said that, in order to
reconstruct British society
on a more just
and democratic basis,
other evils had to be tackled.
There were, he said,
disease, ignorance, squalor and idleness.
After considerable political struggle
an Education Act was passed in 1944.
It abolished school fees.
It raised the school leaving age
from fourteen to fifteen
and provided for further education
until the age of eighteen.
In 1948 the establishment
of the National Health Service
gave every Briton the right to
free medical, dental and eye treatment.
Now the passage will be
read for the third time.
In Britain the idea
of the Welfare State
could be said to have begun with
the Poor Relief Act in 1601.
This acknowledged that society
as a whole had a responsibility
towards its weaker members, people
who suffered as a result of
circumstances that
they could not control,
such as illness
or inability to work.
Before that, religious orders
were the only organizations
to look after people
who had no one to care for them.
The Poor Relief Act was
revised in the nineteenth century.
In the years before
the 1914-1918 war
the Liberal Prime Minister,
Lloyed George, introduced a pension
for people over seventy
and some from of compensation
for the people injured
while working in industry.
The basis of
today’s Welfare States
in Britain was laid in 1942
by a former director
of the London School of Economics,
Sir William Beveridge.
He proposed a radical scheme
for the abolition of poverty
through a system of social insurance.
But his proposal didn’t stop there.
He said that, in order to
reconstruct British society
on a more just
and democratic basis,
other evils had to be tackled.
There were, he said,
disease, ignorance, squalor and idleness.
After considerable political struggle
an Education Act was passed in 1944.
It abolished school fees.
It raised the school leaving age
from fourteen to fifteen
and provided for further education
until the age of eighteen.
In 1948 the establishment
of the National Health Service
gave every Briton the right to
free medical, dental and eye treatment.
This is the end of listening comprehension.
您是否对这篇资料想说点什么?欢迎评论或者纠错,或者提交填空题答案! 您也可以立即
共有0人向本资料提供了听力原文,其中被采用了0篇,当前有0篇待审批,有0篇未被采用! 查看明细>>
如果您有更好的听力原文,欢迎提供给大耳朵,如果被采用,您将获得20到100金币的奖励!
2013星火英语英语6级听力直通249分+MP3(含字幕).
高瞻远瞩
放眼全球
推荐资源
最新社区精华帖子更多>>
  • 走遍美国教学版
    走遍美国教学版
  • 哈利学前班[英语儿歌]
    哈利学前班[英语儿歌]
  • 海绵宝宝 英文版
    海绵宝宝 英文版
  • 风中的女王第1季
    风中的女王第1季
经典学习方法更多>>

听力排行

试题

视听

歌曲

电影

1998年6月四级听力07
39 Don’t give up
32 Making a Complaint
2005年高考听力模拟1001-03
1999年1月四级听力02
2008年江苏省南京市中考英语听力真题MP3和试题答案——大耳朵英语免费下载.
1998年6月四级听力11-13
初中英语对话理解
高考听力模拟4202
05 Living Space
新概念英语MP3第二册第52课
Days of the week.
现代大学英语精读第四册课本配套朗读13A
BBC News新闻 20111004
BBC news 2011-08-29
英语口语高手09
Grandfather Tells The Cat Story
大学体验英语听说教程第四册U03
VOA常速 US Debt Debate Worries Gold Buyers, Sellers in Asia 2011-8-1
朗文3L看听学英语第二册lesson91
Ke$ha - Die Young【歌曲备受争议仍无减创作的用心】
FALLING INTO YOU(CELINE DION)
One Direction - What Makes You Beautiful【五位男生引发全球一股青春活力的势力】
Adele - Turning Tables (演唱会版)
Adele - Skyfall【实力唱将为007增添神秘感】
野人花园 Savage garden sanea monica
Eurythmics - Sweet Dreams(Are Made of This)
Platinum Hit Cast -- Love Me to Life
英文歌曲欣赏If you asked me to
Britney Spears -- I wanna go
小熊维尼与跳跳虎英文版 第一季 第1集
巴布工程师英文版 第1集 小猫阿皮不见了
小伙伴英语儿歌 第1集 小星星
酷艾英语系列之光棍节
看电影学英语系列之冒牌家庭
海绵宝宝全集 第1集
小马宝莉 第1集
幼儿双语儿歌系列之ABC字母歌
Bingo教你说美语之如何用英语叙旧
Hello Teddy洪恩幼儿英语1
听力资料目录导航
听力测试 英语词汇 英语口语 考试英语 品牌英语 大学教材 其他教材 商务英语 广播英语 儿童英语
历年中考听力
初中中考模拟
历年高考听力
高考听力模拟
历年四级听力
历年六级听力
四级听力模拟
小学  初中
高中  四级
六级  考研
托福  GRE
星火记忆单词
用Mp3背单词
刘毅词汇记忆
情景英语口语
4+1听力口语
出国实用会话
英语口语8000句
新东方900句
美语听力与发音
ABC到流利口语
口译考试
剑桥考试
中高考考试
大学四六级考试
研究生考试
公共英语考试
英语专业考试
新概念 六人行
赖世雄 许国璋
走遍美国 越狱
疯狂英语 沛沛
语法讲座 动感
大山英语 探索
千万别学英语
大学英语听力
大学英语精读
全新版 21世纪
新视野 实用综
大学体验 新编
成人自考 step
Listen this way
广州版小学英语
广州版初中英语
剑桥少儿英语
朗文3L看听学
Goforit新目标
高中英语课本
进阶听说教程
商务英语300句
VOA商务英语
商业英语视频
中级商务英语
初级剑桥证书
新编剑桥英语
剑桥英语精华版
2007年VOA慢速
VOA中级美语
美国习惯用语
VOA流行美语
澳广播英语讲座
在线大学课堂
VOA视频节目
宝宝ABC
棒棒英语
哈哈美语
LittleFox儿歌
英语儿童故事
380英语小故事
1035个英语单词

免责声明:本站只提供资源播放平台,如果站内部分资源侵犯您的权益,请您告知,我们会立即处理。
Copyright © 2010-2017 大耳朵英语  京ICP备10010568号 | 京公网安备 11010802020324号

微信扫一扫手机学英语 关闭
微博扫一扫手机学英语 关闭
QQ扫一扫手机学英语 关闭
0.233309s