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(单词翻译:双击或拖选)
[00:12.94]MODEL TEST 7
[00:15.61]Section A
[00:17.70]Directions:
[00:19.45]In this section,
[00:21.00]you will hear 8 short conversations
[00:23.55]and 2 long conversations.
[00:25.98]At the end of each conversation,
[00:28.41]one or more questions will be
[00:30.55]asked about what was said.
[00:32.69]Both the conversation
[00:34.49]and the questions
[00:35.52]will be spoken only once.
[00:37.89]After each question
[00:39.77]there will be a pause.
[00:41.62]During the pause,
[00:42.94]you must read the four choices
[00:45.27]marked A), B), C) and D),
[00:49.24]and decide which is the best answer.
[00:52.20]Then mark the corresponding letter
[00:55.04]on Answer Sheet 2
[00:57.06]with a single line
[00:58.46]through the center.
[01:00.21]Now let's begin with
[01:02.52]the 8 short conversations.
[01:05.62]11.W: I wonder if you have time to
[01:09.51]go to the food store today.
[01:11.34]We have almost run out of bread.
[01:13.78]M: You’d better do that.
[01:16.36]I haven’t got my report ready yet,
[01:18.66]but my boss needs it tomorrow.
[01:21.02]Q: Why isn’t the man
[01:22.32]going to do the shopping?
[01:38.77]12.W: How do you like your
[01:41.77]new apartment?
[01:43.11]M: Well, it’s quite nice really,
[01:45.19]although I have a hard time
[01:46.82]getting used to living in a big place.
[01:49.46]Q: What is the man’s problem?
[02:06.81]13.W: Could you tell me
[02:09.73]what I should do
[02:10.81]if my car breaks down?
[02:12.58]M: Well, I'm sure you won't
[02:14.10]have any trouble,
[02:14.85]Mrs. Smith,
[02:16.09]but if something should happen,
[02:18.46]just call this number.
[02:20.09]They'll see that you get help.
[02:22.29]Q: What does the man really mean?
[02:39.45]14. M: Hey, Louise,
[02:43.74]I've got a used copy of our
[02:45.61]chemistry textbook for half price.
[02:48.32]W: I'm afraid you wasted your money,
[02:50.98]yours is the first edition,
[02:52.85]but we're supposed to be
[02:54.17]using the third edition.
[02:56.06]Q: What has the man done?
[03:13.04]15. M: Now, what's your problem, Madam?
[03:18.41]W: Oh, yes. My husband bought
[03:21.49]this yellow skirt here yesterday.
[03:23.53]It is very nice,
[03:25.07]but it's not the color I want.
[03:27.04]Have you got any blue ones?
[03:29.26]Q: What does the woman want to do?
[03:46.59]16.W: The place I've heard
[03:50.41]so much about is Los Angeles.
[03:53.15]The climate is pretty good.
[03:54.93]Year-round flowers,
[03:57.02]year-round swimming.
[03:58.54]How do you like it?
[04:00.03]M: Well, the beaches are beautiful.
[04:02.61]But the people there are
[04:04.30]terribly annoyed by the dirty air.
[04:07.04]I mean, the combination of fog,
[04:09.75]smoke and automobile exhaust.
[04:12.65]There is not enough wind
[04:14.44]to blow it away.
[04:16.17]Q: What does the man
[04:17.20]think of Los Angeles?
[04:33.82]17.M: I hear you are
[04:37.67]moving to an apartment.
[04:39.50]Can you tell me why?
[04:41.02]W: Actually, I didn’t want to move.
[04:44.57]It would be more expensive to
[04:46.28]live outside the college.
[04:47.92]But I just can’t bear the noise
[04:49.75]made by the people living next door.
[04:52.12]Q: Why does the woman want to move?
[05:09.99]18. W: Did you go shopping this afternoon?
[05:13.98]M: Yes, but all I got was a sore foot.
[05:17.61]Q: What does the man mean?
[05:34.66]Now you will hear the
[05:36.05]two long conversations.
[05:39.43]Conversation One
[05:41.27]W: Hello, Jim.
[05:42.70]M: Hi, Judy. The instructor
[05:44.65]really liked my sketches,
[05:46.43]but she hasn’t seen my painting yet.
[05:49.07]W: En , there seems to be
[05:51.15]something wrong with it though.
[05:53.28]M: Yeah, I know what you mean.
[05:55.53]It doesn’t look right to me either.
[05:58.28]W: I think I know.
[05:59.59]Look here at the sky,
[06:01.40]it just seems to fit in
[06:02.72]with other colors of the painting.
[06:04.56]M: What do you mean?
[06:05.63]Everyone know the sky is blue.
[06:08.32]W: Well, that’s depends.
[06:10.24]Sometimes it is
[06:11.88]and sometimes it isn’t,
[06:13.60]as sunset can be full
[06:15.32]of reds and purples.
[06:16.95]Well, even now, look at it now,
[06:20.01]Jim, what do you see?
[06:21.30]M: It looks blue to me.
[06:23.16]W: Look again.
[06:24.78]Do you see a kind of
[06:26.51]yellowish-brown color?
[06:28.09]M: Oh yeah,
[06:29.08]I see what you mean.
[06:30.38]W: By adding some tan
[06:31.96]to your sky,
[06:33.25]I think you’ll
[06:34.13]get more actual picture,
[06:36.49]and the color will
[06:37.44]look more natural.
[06:38.71]M: I think I’ll try that.
[06:40.91]How do you get to
[06:42.20]know so much about painting?
[06:43.99]Have you taken a lot of courses?
[06:46.95]W: No, actually.
[06:48.32]But my father is an artist.
[06:50.35]M: A professional artist?
[06:51.83]W: Oh yeah. When we were kids,
[06:53.77]he always talked to us
[06:55.12]about his work.
[06:56.33]M: I wish we could talk some more.
[06:58.82]How about going for a cup of coffee?
[07:00.99]I’m ready for a break.
[07:02.64]W: I’d love to,
[07:03.92]but I have to study
[07:04.80]for a history exam.
[07:06.09]In fact, I was just on my way
[07:07.98]to the study group,
[07:09.26]and I think I am already late.
[07:10.88]Maybe tomorrow?
[07:12.13]M: Great,
[07:12.90]I’ll meet you at the students’ center
[07:14.63]after my class.
[07:15.85]A little after three, OK?
[07:17.65]W: Sounds good.
[07:19.27]Get around now.
[07:20.82]M: Bye, Judy.
[07:21.97]Questions 19 to 21 are based on
[07:24.72]the conversation you have just heard.
[07:27.65]19. What are the speakers
[07:30.30]mainly discussing?
[07:46.75]20. What does the woman
[07:50.43]suggest the man do?
[08:07.35]21. What does the woman
[08:10.42]plan to do next?
[08:26.58]Conversation Two
[08:29.51]W: I understand you are taking
[08:30.81]the American literature
[08:32.49]seminar this semester, Jim.
[08:34.23]How do you like it?
[08:35.63]M: I find it very interesting.
[08:37.60]Our first reading assignment
[08:39.24]was the book Travels
[08:40.79]with Charley by John Steinbeck.
[08:43.30]W: I’ve heard that
[08:44.69]it includes descriptions of
[08:46.03]many different parts
[08:47.21]of the United States.
[08:48.65]M: Yes, that’s quite true.
[08:50.37]Steinbeck and his pet poodle,
[08:52.25]Charley, had lots of adventures.
[08:54.66]They got caught in a hurricane
[08:56.88]in New York. In Maine,
[08:58.65]they met migrant farm workers
[09:00.57]and in California they visited
[09:02.87]some of Steinbeck’s old friends.
[09:05.13]W: Well, that’s
[09:06.24]certainly a lively guide
[09:08.11]for travelers.
[09:09.70]Do you think the book is
[09:10.78]an artistic masterpiece as well?
[09:13.13]M: That’s a good question.
[09:14.94]I’ve been giving it
[09:15.85]some serious thought
[09:16.93]because I’m writing my seminar paper
[09:19.03]on that exact topic.
[09:21.34]I guess I think that
[09:22.85]Steinbeck is a talented writer,
[09:24.79]but not a great one.
[09:26.86]W: What would you say is
[09:28.18]his strongest point as a writer?
[09:30.63]M: Steinbeck’s description of
[09:32.56]the various states is
[09:33.88]the best part of the book,
[09:35.75]I think. Although
[09:37.51]I haven’t been there yet,
[09:39.07]I feel that I know
[09:39.99]not only the terrain of
[09:41.79]Texas and Idaho,
[09:43.63]but also the character
[09:45.14]of the people who live there.
[09:46.56]W: Yes, I’ve often learned
[09:48.82]that Steinbeck can communicate
[09:50.87]a sense of place very clearly.
[09:53.67]Does the book have any central theme
[09:56.28]to hold all these description together?
[09:58.02]M: That’s what
[09:58.81]I am trying to explain in my paper.
[10:01.48]I think Steinbeck’s theme
[10:03.11]is the urge to travel.
[10:04.90]He captures the curiosity,
[10:07.40]the desire for experiences
[10:09.28]and the need to expand one’s horizons
[10:11.92]that motivate all of us
[10:13.46]towards intellectual growth.
[10:16.08]Questions 22 to 25 are based on
[10:19.09]the conversation you have just heard.
[10:21.72]22. What was Jim’s first reading assignment
[10:26.71]for his American literature seminar?
[10:44.28]23. What does Jim think
[10:48.68]about Steinbeck as a writer?
[11:05.94]24. What does Jim admire most
[11:09.85]in Steinbeck’s book?
[11:27.24]25. According to Jim,
[11:30.02]What is Steinbeck’s central theme?
[11:47.57]Section B
[11:50.09]Directions:
[11:51.36]In this section,
[11:52.87]you will hear 3 short passages.
[11:56.38]At the end of each passage,
[11:58.33]you will hear some questions.
[12:01.02]Both the passage
[12:02.09]and the questions will be
[12:03.97]spoken only once.
[12:06.31]After you hear a question,
[12:08.27]you must choose the best answer
[12:10.92]from the four choices
[12:12.20]marked A), B), C) and D).
[12:16.38]Then mark the corresponding letter
[12:19.07]on Answer Sheet 2 with a single line
[12:22.83]through the center.
[12:24.41]Passage One
[12:25.97]Strikes are very common in Britain.
[12:28.48]They are extremely
[12:30.02]harmful to its industries.
[12:31.97]In fact, there are other countries
[12:34.09]in Western Europe that lose
[12:35.69]more working days through strikes every year
[12:38.38]than Britain.
[12:39.66]The trouble with the strikes in Britain
[12:41.86]is that they occur in essential industries.
[12:45.49]There are over 495 unions in Britain.
[12:49.43]Some unions are very small.
[12:51.55]Over 20 have more than 100 000 members.
[12:55.09]Unions do not exist
[12:57.55]only to demand higher wages.
[13:00.25]They also educate their members.
[13:02.60]They provide benefits for the sick
[13:04.93]and try to improve working conditions.
[13:08.25]Trade unioners say that
[13:10.67]we must thank the unions
[13:12.36]for the great improvement
[13:13.98]in working conditions
[13:15.32]in the last hundred years.
[13:17.36]It is now against the law
[13:19.54]for union members to go on strike
[13:21.18]without the support of their union.
[13:24.91]This kind of strike is
[13:25.99]called the unofficial strike
[13:28.31]and was common until recently.
[13:31.15]Employers feel that unofficial strikes
[13:34.05]were most harmful because
[13:35.62]they would not be predicted.
[13:37.85]However, these unofficial strikes still
[13:40.90]occur from time to time
[13:42.83]and some unions have
[13:44.83]also refused to
[13:46.39]cooperate with the law.
[13:48.37]As a result, the general picture
[13:50.69]of the relations between workers
[13:52.60]and employers in Britain
[13:54.25]has gone from bad to worse.
[13:57.31]Questions 26 to 28 are based on
[14:00.52]the passage you have just heard.
[14:02.90]26. In what way are strikes
[14:06.33]in Britain different from those
[14:08.58]in other European countries?
[14:25.24]27. Why are British employers
[14:28.89]so afraid of unofficial strikes?
[14:46.74]28. What conclusion can be drawn
[14:49.74]from this passage?
[15:05.80]Passage Two
[15:07.24]Deep Springs is an American college.
[15:10.58]It is an unusual college.
[15:13.07]It is high in the white mountains
[15:15.46]in California not in a college town.
[15:17.72]The campus is a collection
[15:19.92]of old buildings
[15:20.97]with no beautiful classrooms.
[15:23.12]The only college-like thing
[15:24.78]about Deep Springs is its library.
[15:27.18]Students can study from
[15:28.62]the 17 000 books 24 hours a day.
[15:32.80]The library is never crowded
[15:34.74]as there are only 24 well-qualified
[15:37.64]male students at the college.
[15:39.89]In addition, there are only
[15:41.61]five full-time professors.
[15:44.01]These teachers believe in the idea
[15:46.19]of this college.
[15:47.35]They need to believe in it.
[15:49.37]They do not get much money.
[15:50.90]In fact, their salaries are
[15:53.22]only about 9 000 dollars
[15:54.99]a year plus room
[15:56.40]and meals.
[15:57.70]The school gives the young teachers
[15:59.53]as well as the students something more
[16:01.64]important than money.
[16:03.31]"There is no place like Deep Springs,"
[16:06.09]says a second-year student
[16:07.79]from New York State,
[16:08.55]"Most colleges today
[16:09.88]are much the same
[16:11.05]but Deep Springs is not
[16:12.97]afraid to be different.
[16:14.55]" He says that students
[16:16.28]at his college are in a situation
[16:18.41]quite unlike the other schools.
[16:20.63]Students are there to learn
[16:22.56]and they cannot run away
[16:23.61]from problems.
[16:24.98]There is no place to escape to.
[16:26.45]At most colleges,
[16:28.19]students can close their books
[16:30.20]and go to a film.
[16:31.44]They can go out to restaurants
[16:33.07]or to parties.
[16:34.36]Deep Springs students have completely
[16:37.12]different alternatives.
[16:38.50]They can talk to each other
[16:40.05]or to their teachers.
[16:41.68]Another possible activity is
[16:43.32]to go to the library to study.
[16:45.33]They might decide to do some work.
[16:47.56]The student who doesn' t want to do
[16:49.49]any of these activities
[16:50.78]can go for a walk in the desert.
[16:52.99]Deep Springs is far from the
[16:54.70]world of restaurants and cinemas.
[16:56.77]There is not even
[16:57.93]a television set on campus.
[17:00.75]Questions 29 to 32 are based on
[17:04.58]the passage you have just heard.
[17:07.32]29. What is the total number
[17:11.63]of students at Deep Springs College?
[17:29.24]30. What is true of the campus
[17:33.17]of Deep Springs College?
[17:49.83]31. Which of the following
[17:53.09]is mentioned in the passage?
[18:10.32]32. What can students
[18:12.87]at Deep Springs do
[18:14.27]in their spare time?
[18:30.48]Passage Three
[18:32.16]You should not fear spiders
[18:34.47]because of their poison.
[18:36.05]Of all the spiders in North America,
[18:38.54]only one kind is really dangerous
[18:41.75]and most would not bite even if
[18:44.19]they were handled.
[18:46.01]They much prefer to run away
[18:48.08]or to drop to the ground
[18:49.77]on a thread of silk.
[18:51.80]Even so, when a spider runs directly
[18:54.55]toward a person,
[18:55.99]it gives the impression
[18:57.12]that it is about to attack.
[19:00.03]Actually, it cannot see the person
[19:02.39]in its way. The spider is
[19:04.49]too short-sighted to see things
[19:06.71]at a distance.
[19:08.02]It only wants to go
[19:09.16]where it will not be disturbed.
[19:11.65]In the United States
[19:13.26]one kind of spider is responsible
[19:15.62]for the frightening reputation
[19:17.54]of the rest.
[19:18.87]It is the Black Widow.
[19:21.79]So called because the female,
[19:23.66]which is larger than the male,
[19:25.58]often eats her husband
[19:27.66]after making love.
[19:29.36]The Black Widow is found
[19:30.92]in all states but is most common
[19:32.63]in the south and the west.
[19:34.85]She constructs a loose,
[19:36.36]irregular web under a pile of rowans
[19:38.87]or near the foundations of buildings
[19:41.64]where she is seldom disturbed.
[19:43.91]She is not an attacking spider
[19:46.45]and many people have proven this
[19:48.23]by letting her crawl over their hands.
[19:51.14]When she bites, it is usually
[19:52.64]in self-defence.
[19:55.37]In spite of the stories
[19:57.16]you may have heard, it is rare
[19:59.25]for a person to be bitten
[20:00.79]by a Black Widow
[20:02.09]and even more unusual for the bite
[20:04.63]to prove fatal.
[20:06.25]But remember that her poison
[20:08.62]is powerful and even though
[20:10.90]she is shy, she should be respected.
[20:14.19]Questions 33 to 35 are based on
[20:17.23]the passage you have just heard.
[20:19.61]33. What is this passage mainly about?
[20:38.92]34. What do we learn about
[20:41.79]spiders from the passage?
[20:58.69]35. Why is the spider
[21:01.66]you have just heard about
[21:03.21]called the Black Widow?
[21:19.65]Section C
[21:20.88]Directions: In this section,
[21:23.91]you will hear a passage
[21:25.62]three times.
[21:27.47]When the passage is read
[21:28.84]for the first time,
[21:30.14]you should listen carefully
[21:31.96]for its general idea.
[21:33.92]When the passage is read
[21:35.41]for the second time,
[21:36.71]you are required to fill
[21:38.29]in the blanks numbered
[21:40.42]from 36 to 43
[21:43.08]with the exact words
[21:45.11]you have just heard.
[21:46.99]For blanks numbered
[21:48.07]from 44 to 46
[21:50.57]you are required to fill
[21:52.09]in the missing information.
[21:54.20]For these blanks,
[21:55.90]you can either use the exact words
[21:58.35]you have just heard
[21:59.46]or write down the main points
[22:01.95]in your own words.
[22:03.77]Finally, when the passage
[22:05.71]is read for the third time,
[22:07.40]you should check
[22:08.58]what you have written.
[22:10.34]Now listen to the passage.
[22:13.48]In Britain, the idea
[22:15.06]of the Welfare State
[22:16.46]could be said to have begun with
[22:18.21]the Poor Relief Act in 1601.
[22:20.79]This acknowledged that society
[22:22.94]as a whole had a responsibility
[22:25.22]towards its weaker members, people
[22:27.56]who suffered as a result of
[22:29.15]circumstances that they could not control,
[22:32.49]such as illness
[22:33.79]or inability to work.
[22:35.57]Before that, religious orders
[22:37.74]were the only organizations
[22:39.30]to look after people
[22:40.55]who had no one to care for them.
[22:42.31]The poor Relief Act was
[22:44.05]revised in the nineteenth century.
[22:46.61]In the years before
[22:47.84]the 1914—1918 war
[22:51.75]the Liberal Prime Minister,
[22:53.33]Lloyed George, introduced a pension
[22:55.88]for people over seventy
[22:57.96]and some from of compensation
[22:59.65]for the people injured
[23:01.16]while working in industry.
[23:02.97]The basis of
[23:04.18]today’s Welfare States
[23:05.64]in Brian was laid in 1942
[23:09.23]by a former director
[23:10.57]of the London School of Economics,
[23:12.79]Sir William Beveridge.
[23:14.63]He proposed a radical scheme
[23:17.05]for the abolition of poverty
[23:18.78]through a system of social insurance.
[23:21.26]But his proposal didn’t stop there.
[23:24.07]He said that, in order to
[23:25.66]reconstruct British society
[23:27.62]on a more just
[23:28.70]and democratic basis,
[23:30.11]other evils had to be tackled.
[23:32.52]There were, he said,
[23:34.10]disease, ignorance, squalor and idleness.
[23:37.75]After considerable political struggle
[23:40.96]an Education Act was passed in 1944.
[23:44.40]It abolished school fees.
[23:46.93]It raised the school leaving age
[23:49.14]from fourteen to fifteen
[23:50.90]and provided for further education
[23:53.05]until the age of eighteen.
[23:55.10]In 1948 the establishment
[23:58.03]of the National Health Service
[23:59.78]gave every Briton the right to
[24:01.98]free medical, dental and eye treatment.
[24:04.56]Now the passage will be read again.
[24:08.65]In Brian the idea
[24:10.83]of the Welfare State
[24:12.40]could be said to have begun with
[24:14.18]the Poor Relief Act in 1601.
[24:16.68]This acknowledged that society
[24:18.88]as a whole had a responsibility
[24:21.06]towards its weaker members, people
[24:23.34]who suffered as a result of
[24:24.75]circumstances that
[24:26.59]they could not control,
[24:27.99]such as illness
[24:29.73]or inability to work.
[24:31.40]Before that, religious orders
[24:33.58]were the only organizations
[24:35.16]to look after people
[24:36.42]who had no one to care for them.
[24:38.11]The poor Relief Act was
[24:39.87]revised in the nineteenth century.
[24:42.48]In the years before
[24:44.16]the 1914-1918 war
[24:47.39]the Liberal Prime Minister,
[24:49.23]Lloyed George, introduced a pension
[24:51.87]for people over seventy
[24:53.63]and some from of compensation
[24:55.41]for the people injured
[24:56.87]while working in industry.
[24:59.07]The basis of
[25:00.10]today's Welfare States
[25:01.43]in Britain was laid in 1942
[25:05.03]by a former director
[25:06.31]of the London School of Economics,
[25:08.43]Sir William Beveridge.
[25:10.67]He proposed a radical scheme
[25:12.76]for the abolition of poverty
[25:14.64]through a system of social insurance.
[25:17.31]
[26:15.95]But his proposal didn't stop there.
[26:20.16]He said that, in order to
[26:21.78]reconstruct British society
[26:23.79]on a more just
[26:24.80]and democratic basis,
[26:26.45]other evils had to be tackled.
[26:28.53]
[27:29.03]There were, he said,
[27:30.59]disease, ignorance, squalor and idleness.
[27:34.35]After considerable political struggle
[27:37.53]an Education Act was passed in 1944.
[27:41.53]It abolished school fees.
[27:43.88]It raised the school leaving age
[27:45.61]from fourteen to fifteen
[27:47.44]and provided for further education
[27:49.44]until the age of eighteen.
[27:51.81]
[28:51.13]In 1948 the establishment
[28:54.80]of the National Health Service
[28:56.65]gave every Briton the right to
[28:58.48]free medical, dental and eye treatment.
[29:01.42]Now the passage will be
[29:03.43]read for the third time.
[29:05.83]In Britain the idea
[29:07.09]of the Welfare State
[29:08.60]could be said to have begun with
[29:10.47]the Poor Relief Act in 1601.
[29:13.05]This acknowledged that society
[29:15.05]as a whole had a responsibility
[29:17.55]towards its weaker members, people
[29:19.81]who suffered as a result of
[29:21.13]circumstances that
[29:22.86]they could not control,
[29:24.61]such as illness
[29:25.85]or inability to work.
[29:27.91]Before that, religious orders
[29:29.99]were the only organizations
[29:31.65]to look after people
[29:32.83]who had no one to care for them.
[29:34.62]The Poor Relief Act was
[29:36.30]revised in the nineteenth century.
[29:38.94]In the years before
[29:40.14]the 1914-1918 war
[29:43.82]the Liberal Prime Minister,
[29:45.61]Lloyed George, introduced a pension
[29:48.24]for people over seventy
[29:49.92]and some from of compensation
[29:51.89]for the people injured
[29:53.30]while working in industry.
[29:55.17]The basis of
[29:56.41]today’s Welfare States
[29:57.84]in Britain was laid in 1942
[30:01.41]by a former director
[30:02.80]of the London School of Economics,
[30:05.03]Sir William Beveridge.
[30:06.70]He proposed a radical scheme
[30:09.16]for the abolition of poverty
[30:11.08]through a system of social insurance.
[30:13.47]But his proposal didn’t stop there.
[30:16.17]He said that, in order to
[30:17.93]reconstruct British society
[30:19.89]on a more just
[30:20.91]and democratic basis,
[30:22.59]other evils had to be tackled.
[30:24.66]There were, he said,
[30:26.30]disease, ignorance, squalor and idleness.
[30:29.95]After considerable political struggle
[30:33.21]an Education Act was passed in 1944.
[30:36.71]It abolished school fees.
[30:39.42]It raised the school leaving age
[30:41.48]from fourteen to fifteen
[30:43.30]and provided for further education
[30:45.34]until the age of eighteen.
[30:47.46]In 1948 the establishment
[30:50.46]of the National Health Service
[30:51.99]gave every Briton the right to
[30:53.94]free medical, dental and eye treatment.
[30:56.98]This is the end of listening comprehension.
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