-
(单词翻译:双击或拖选)
[ti:]
[ar:]
[al:]
[by:]
[00:00.00]Model Test Two
[00:06.33]Part Ⅲ Listening Comprehension
[00:09.72]Section A
[00:11.47]Directions: In this section,
[00:14.32]you will hear 8 short conversations and 2 long conversations.
[00:18.69]At the end of each conversation,
[00:21.31]one or more questions will be asked about what was said.
[00:24.92]Both the conversation and the questions will be spoken only once.
[00:29.30]After each question there will be a pause.
[00:32.80]During the pause, you must read the four choices marked A), B), C) and D),
[00:39.47]and decide which is the best answer.
[00:41.88]Then mark the corresponding letter on Answer Sheet 2
[00:45.82]with a single line through the centre.
[00:48.88]Now let's begin with the 8 short conversations.
[00:53.47]11. W: This has to be the hottest day we’ve had so far this summer.
[00:59.49]M: You can say that again. I’ve never suffered so much from the heat,
[01:03.76]I really want to stay inside the room and do nothing.
[01:07.26]Q: What can we conclude from the man’s words?
[01:24.11]12.M: What should we do tonight? Watch TV or listen to music?
[01:30.23]W: There is a huge sale at the shopping mall in Baker1 Street.
[01:33.94]It was just opened yesterday.
[01:35.70]Q: What does the woman mean?
[01:53.28]13. M: I have too many courses this semester.
[01:58.86]I’m going to have to drop one of them.
[02:00.94]W: In order to do that you have to go through the proper channels.
[02:04.74]Q: What advice does the woman give the man?
[02:23.31]14. M: I wonder whether it will be possible
[02:27.24]to change this double-room to two single rooms.
[02:30.20]W: Sorry, sir. All the single rooms are occupied.
[02:33.37]But if you like I can check with Imperial Hotel to see if it has any.
[02:38.51]Q: What is the woman going to do for the man?
[02:55.40]15.W: I guess I’ll send Mary a postcard from Hawaii
[03:02.40]when I go there on my vacation.
[03:04.37]M: I’m sure that she’d be glad to get one.
[03:06.78]She has a collection of cards from all over the world.
[03:09.62]Q: What do we learn about Mary?
[03:25.37]16. W: Why are you giving me a speeding ticket?
[03:30.73]I was going at 40 miles per hour.
[03:33.57]M: Can’t you see the notice nearby? It reads “10 mph limits”.
[03:37.95]Q: What is the probable relationship between the two speakers?
[03:56.30]17. W: The weather is terribly hot.
[04:01.33]Shall we go to the beach for the vacation for the coming holiday?
[04:04.83]M: Oh, why? There are so many museums, art galleries and restaurants in Washington,
[04:10.52]I’d be happy there no matter what the weather is like.
[04:13.69]Q: What does the man mean?
[04:30.26]18. W: Jack2 seems to have a fancy for paintings.
[04:36.28]On the walls of his bedroom, there are so many famous pictures.
[04:40.22]Some of them are priceless.
[04:42.08]M: However, he does not like visiting the art museum
[04:45.25]because he considers it a noisy place.
[04:47.65]Q: What can we conclude about Jack from the conversation?
[05:05.77]Now you'll hear two long conversations.
[05:09.82]Conversation One
[05:12.23]W: Kevin, You are having another cup of coffee? That’s your third since lunch.
[05:18.58]M: Yeah. Well, I stayed up all night reviewing for my history exam.
[05:22.73]I couldn’t keep my eyes open in my last class.
[05:25.68]I’m having this coffee so I can stay awake this afternoon.
[05:29.29]W: Don’t you know that drinking too much coffee is harmful?
[05:32.68]M: What do you mean harmful?
[05:34.76]W: Well, for one thing it may cause heart disease.
[05:37.82]M: But most of the research about the link between coffee and the heart disease
[05:42.53]is not so persuasive3. The conclusion is not so definite.
[05:46.13]W: But coffee has caffeine, which is addictive4.
[05:49.53]M: You can’t become addicted5 to caffeine like other drugs.
[05:52.92]W: En, you can. Don’t you know that people who are deprived of caffeine
[05:58.06]suffer with symptoms, especially, headaches?
[06:01.01]M: One cure for headaches, oddly enough, is caffeine.
[06:04.40]Haven’t you ever noticed that many drugs for curing headache
[06:07.79]use caffeine as one of their ingredients? Besides, coffee helps me work faster.
[06:13.05]W: Studies have shown that coffee makes you work faster but not necessarily better.
[06:18.40]You may finish your exam in a shorter period of time but you won’t have fewer errors.
[06:24.86]M: You know, that Coca-Cola you are drinking has caffeine in it too.
[06:28.80]W: But 12 ounces of coke has only half the caffeine of a 5 ounces cup of coffee.
[06:35.03]And a cup of tea has less than that.
[06:38.31]M: But I like the taste of coffee.
[06:40.72]W: You could drink decaf, which has much less caffeine.
[06:44.54]M: Decaf doesn’t have as much flavor as regular coffee.
[06:47.93]Besides I want something that will keep me alert in class.
[06:51.65]W: Well, you are stubborn.
[06:53.73]Questions 19 to 22 are based on the conversation you've just heard.
[07:00.08]19. What is the conversation mainly about?
[07:20.35]20. What is the man’s problem?
[07:39.33]21. What does the man say research shows about coffee?
[07:59.84]22. What does the woman probably think about coffee?
[08:20.02]Conversation Two
[08:21.33]W: Hi, Kevin. Your roommate told me
[08:24.72]that I could find you at the TV. What are you doing here?
[08:28.00]M: What does it look like I am doing?
[08:30.19]W: Well, it looks like you are watching television.
[08:32.82]But we have a math mid-term tomorrow,
[08:35.44]so I thought you’d be studying for it and maybe I can study with you.
[08:39.16]M: Oh, well, I was just taking a break.
[08:41.79]This math stuff gives me a headache if I work on it too long.
[08:45.51]You know I don’t really like it.
[08:47.58]W: I know what you mean.
[08:48.90]I’ve been working on it for three hours through it already.
[08:53.05]I’m beginning to get across.
[08:54.91]I was trying to figure out some of the sample problems.
[08:59.07]I just don’t get some of them.
[09:01.26]M: But I can’t believe you are coming to me.
[09:03.88]I mean you do know what I got on the last test, don’t you?
[09:07.82]W: Yeah, I know. You told me. I just thought two heads might be better than one.
[09:13.17]M: Yeah, that’s a nice idea. but...you know,
[09:16.13]I wish I knew that person in our class who got a hundred on the last test.
[09:20.61]She didn’t miss a question. umm...was it Elizabeth?
[09:25.54]W: Oh yeah, Elizabeth! She is a friend of mine.
[09:29.48]She’d be a big help right now. Why don’t I give her a call?
[09:33.85]M: What! At this hour? It’s already ten thirty. I don't want to impose on her.
[09:38.99]W: Yeah, I guess you are right. But you know what;
[09:42.93]she owes me a big favor. Let’s at least give her a call and see what she says.
[09:48.18]Maybe going over some of the problems with us would help her review the material.
[09:53.21]M: It’s worth a try.
[09:54.85]Questions 23 to 25 are based on the conversation you've just heard.
[10:01.63]23. What are the speakers mainly discussing?
[10:22.26]24. Why is the man watching television?
[10:40.48]25. Why doesn’t the man want to call Elizabeth?
[11:01.44]Section B
[11:02.64]Directions: In this section, you will hear 3 short passages.
[11:09.21]At the end of each passage, you will hear some questions.
[11:13.69]Both the passage and the questions will be spoken only once.
[11:18.94]After you hear a question,
[11:21.56]you must choose the best answer from the four choices marked A), B), C) and D).
[11:28.34]Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
[11:35.02]Passage 1
[11:37.53]There is a popular belief among parents that schools are no longer interested in spelling.
[11:44.31]No school I have taught in has ever ignored spelling or considered it unimportant as a basic skill.
[11:51.54]There are, however, vastly different ideas about how to teach it,
[11:56.35]or how much priority it must be given over general language development and writing ability.
[12:02.25]The problem is how to encourage a child to express himself freely and confidently in writing
[12:08.59]without holding him back with the complexities6 of spelling.
[12:12.43]If spelling becomes the only focal point of his teacher’s interest,
[12:17.46]clearly a bright child will be likely to “play it safe”.
[12:21.29]He will tend to write only words within his spelling range,
[12:25.23]choosing to avoid adventurous7 language.
[12:28.07]That’s why teachers time and again encourage the early use of dictionaries
[12:33.53]and pay attention to content rather than technical ability.
[12:37.58]I was once shocked to read on the bottom of a sensitive piece of writing
[12:42.72]about a personal experience: “This work is terrible!
[12:46.22]There are far too many spelling errors and your writing is illegible”.
[12:50.49]It may have been a sharp criticism of the pupil’s technical abilities in writing,
[12:55.74]but it was also a sad reflection on the teacher
[12:59.02]who had omitted mention of the child’s deep feelings.
[13:02.19]The teacher was not wrong to draw attention to the errors,
[13:05.69]but if his priorities had centered on the child’s ideas,
[13:09.52]an expression of his encouragement in the pupil’s free presentation
[13:13.90]would have given him more motivation to seek improvement.
[13:17.61]Questions 26 to 29 are based on the passage you've just heard.
[13:29.10]26. About what do teachers differ in their opinions?
[13:50.55]27. Why do teachers encourage the use of dictionaries?
[14:10.61]28. What does the speaker think of the teacher’s judgment8 on that sensitive writing?
[14:33.56]29. What is the major point the speaker is making?
[14:54.30]Passage Two
[14:56.05]To be successful in a job interview,
[14:59.22]you should demonstrate certain personal and professional qualities.
[15:03.49]You need to create a good image in a limited time available,
[15:08.08]usually from 30 to 45 minutes.
[15:11.03]You must talk a positive impression which the interviewer will remember
[15:16.28]while he interviews other candidates.
[15:19.02]You should especially pay attention to some qualities during the interview.
[15:23.18]First of all, you should take care to appear properly dressed.
[15:27.66]The right clothes worn at the right time can win the respect of the interviewer
[15:32.25]and his confidence in your judgment. It may not be true that clothes make the man,
[15:38.16]but the first and lasting9 impression of you is determined10 by the clothes you wear.
[15:43.52]Secondly, you should pay close attention to your manner of speaking.
[15:47.90]Since speech is a reflection of personality,
[15:51.40]you should reflect confidence by speaking in a clear voice,
[15:55.11]loud enough to be heard without being aggressive or over powering.
[15:59.71]You should be prepared to talk knowledgeably11 about the position you’re applying for.
[16:04.74]Finally, to be really impressive,
[16:07.25]you must convey a sense of self-confidence and an enthusiasm for the work.
[16:12.51]The appropriately dressed job applicant12 indicates his sound judgment.
[16:17.87]His manner of speaking suggests his friendliness13 and competence14.
[16:22.67]His curiosity and information about the position
[16:26.17]he is seeking demonstrate his sincerity15 and potential in the job.
[16:30.88]He exhibits self-confidence through his knowledge,
[16:34.38]and he shows his enthusiasm for work.
[16:37.22]If you display these characteristics with just a little luck,
[16:41.49]you’ll certainly succeed in a typical personnel interview.
[16:45.54]Questions 30 to 32 are based on the passage you've just heard.
[16:50.57]30. How long does an interview usually last according to the speaker?
[17:12.35]31. How can one give an interviewer a good first impression?
[17:33.22]32. What should be the best manner for a job seeker to speak during an interview?
[17:55.30]Passage Three
[17:56.95]Research indicates that parents who reward self-control and independence
[18:02.96]tend to have children with high achievement motivation.
[18:06.13]Such parents set high standards for their children
[18:09.96]but allow them to work at their own level and to make their own mistakes.
[18:14.01]That is to say, they are not very critical.
[18:17.07]By contrast, parents of low need achievers
[18:20.25]typically set impossible high goals for their children and make extreme demands.
[18:26.04]In addition, parents of high need achievers encourage good performance
[18:32.06]but do not blame their children angrily when they fail.
[18:35.45]If a child comes home from school with A’s and one B on a report card,
[18:41.24]the parents focus on the A’s, while not paying for much attention to the B;
[18:46.82]parents of a potential low need achiever tend to ask, “Why the B?”
[18:52.62]Parents of high need achievers respond to middle grades with warmth and suggestions
[18:58.34]for reasonable goals and ways to reach them.
[19:00.75]They can help their children to find a way out.
[19:04.03]Parents of low need achievers would scold and punish the child.
[19:09.39]When a child is having trouble with a maths problem,
[19:12.89]the parents of high need achievers will suggest the general procedure
[19:17.15]and let the child work out the particular solution;
[19:20.43]a low need achiever’s parent will solve the problem and then hand the child the answer.
[19:25.90]Closely related to motivation are emotions,
[19:29.51]which can activate16 and direct behavior in much the same way as physiological17,
[19:34.98]social and psychological motivations do.
[19:37.72]Questions 33 to 35 are based on the passage you've just heard.
[19:46.14]33. What is said about parents of high need achievers?
[20:06.56]34. If a child gets good marks for some courses and lower marks for others,
[20:14.65]what will a parent of a high-need achiever do?
[20:32.63]35. What does the speaker mainly want to tell us?
[20:53.48]Section C
[20:54.68]Directions: In this section, you will hear a passage three times.
[21:00.15]When the passage is read for the first time,
[21:03.21]you should listen carefully for its general idea.
[21:06.38]When the passage is read for the second time,
[21:09.23]you are required to fill in the blanks numbered from 36 to 43
[21:14.58]with the exact words you have just heard.
[21:17.21]For blanks numbered from 44 to 46 you are required to fill in the missing information.
[21:24.64]For these blanks, You can either use the exact words you have just heard
[21:32.20]or write down the main points in your own words.
[21:36.03]Finally, when the passage is read for the third time,
[21:40.19]you should check what you have written.
[21:42.48]Now listen to the passage.
[21:45.44]Dr. Gregory Connolly is director of the office for non-smoking
[21:50.36]and health in the Massachusetts public health department.
[21:53.86]He said the US had threatened Taiwan, Japan,
[21:58.35]Korea and Thailand with trade sanctions
[22:02.07]unless they opened up their markets to US cigarettes and tobacco advertising18.
[22:06.66]“We are trading them cancer in the form of Camel cigarettes”,
[22:11.04]Connolly told a world health conference. “That is something to be condemned19 and ashamed of.”
[22:17.49]Connolly did not say when the threats were made or by whom.
[22:21.32]US tobacco company officials were not immediately available for comment.
[22:26.35]American Cancer Society chief executive William Tipping said,
[22:32.58]“American corporations are the carriers of an epidemic20 and our government
[22:37.29]has become a willing instrument for the enforced export of that epidemic.
[22:42.32]Those of us from America can only feel ashamed at our administration's role in undermining world health.
[22:50.09]Connolly said cigarettes are sold and advertised in the Third World
[22:54.35]without health warnings and with higher nicotine21 content than in the US.
[22:59.28]Later Wednesday, the American Cancer Society announced
[23:03.54]that its new Trade for Life campaign would help Thailand fight
[23:08.25]what it called US moves to force open the Asian country's market to American tobacco companies.
[23:14.81]The society said the Thai government has resisted such imports
[23:19.08]because of fears it will lead to increases in tobacco-related diseases and deaths.
[23:24.98]Tipping said the GATT case could set a precedent
[23:29.14]in allowing international tobacco companies to force their products
[23:33.84]and advertising on developing countries,
[23:36.14]he said the first goal of the US $ 500 000-a-year campaign
[23:41.29]was to bring the moral force of world opinion
[23:44.90]to bear on American trade policy.
[23:47.52]Now the passage will be read again.
[23:51.02]Dr. Gregory Connolly is director of the office for non-smoking
[23:57.32]and health in the Massachusetts public health department.
[24:00.59]He said the US had threatened Taiwan, Japan,
[24:04.97]Korea and Thailand with trade sanctions
[24:08.47]unless they opened up their markets to US cigarettes and tobacco advertising.
[24:13.51]“We are trading them cancer in the form of Camel cigarettes”,
[24:17.56]Connolly told a world health conference. “That is something to be condemned and ashamed of.”
[24:24.33]Connolly did not say when the threats were made or by whom.
[24:28.06]US tobacco company officials were not immediately available for comment.
[24:33.20]American Cancer Society chief executive William Tipping said,
[24:39.87]“American corporations are the carriers of an epidemic and our government
[24:44.13]has become a willing instrument for the enforced export of that epidemic.
[24:48.84]Those of us from America can only feel ashamed at our administration's role in undermining world health.
[24:57.15]Connolly said cigarettes are sold and advertised in the Third World
[25:01.09]without health warnings and with higher nicotine content than in the US.
[26:16.51]Later Wednesday, the American Cancer Society announced
[26:20.35]that its new Trade for Life campaign would help Thailand fight
[26:24.85]what it called US moves to force open the Asian country's market to American tobacco companies.
[26:32.03]The society said the Thai government has resisted such imports
[26:35.97]because of fears it will lead to increases in tobacco-related diseases and deaths.
[27:52.42]Tipping said the GATT case could set a precedent
[27:56.36]in allowing international tobacco companies to force their products
[28:00.73]and advertising on developing countries,
[28:03.24]he said the first goal of the US $ 500 000-a-year campaign
[28:08.50]was to bring the moral force of world opinion
[28:12.00]to bear on American trade policy.
[29:25.24]Now the passage will be read for the third time.
[29:28.72]Dr. Gregory Connolly is director of the office for non-smoking
[29:35.69]and health in the Massachusetts public health department.
[29:39.19]He said the US had threatened Taiwan, Japan,
[29:47.07]Korea and Thailand with trade sanctions
[29:52.11]unless they opened up their markets to US cigarettes and tobacco advertising.
[29:56.15]“We are trading them cancer in the form of Camel cigarettes”,
[29:56.28]Connolly told a world health conference. “That is something to be condemned and ashamed of.”
[30:02.73]Connolly did not say when the threats were made or by whom.
[30:06.67]US tobacco company officials were not immediately available for comment.
[30:11.81]American Cancer Society chief executive William Tipping said,
[30:17.72]“American corporations are the carriers of an epidemic and our government
[30:22.86]has become a willing instrument for the enforced export of that epidemic.
[30:27.67]Those of us from America can only feel ashamed at our administration's role in undermining world health.
[30:35.44]Connolly said cigarettes are sold and advertised in the Third World
[30:39.60]without health warnings and with higher nicotine content than in the US.
[30:44.63]Later Wednesday, the American Cancer Society announced
[30:48.90]that its new Trade for Life campaign would help Thailand fight
[30:53.38]what it called US moves to force open the Asian country's market to American tobacco companies.
[31:00.38]The society said the Thai government has resisted such imports
[31:04.54]because of fears it will lead to increases in tobacco-related diseases and deaths.
[31:10.33]Tipping said the GATT case could set a precedent
[31:14.38]in allowing international tobacco companies to force their products
[31:18.98]and advertising on developing countries,
[31:21.39]he said the first goal of the US $ 500 000-a-year campaign
[31:26.75]was to bring the moral force of world opinion
[31:30.25]to bear on American trade policy.
[31:32.65]This is the end of Listening Comprehension.
收听单词发音 |
1
baker
|
|
| n.面包师 | |
参考例句： |
|
|
|
|
2
jack
|
|
| n.插座，千斤顶，男人；v.抬起，提醒，扛举；n.（Jake）杰克 | |
参考例句： |
|
|
|
|
3
persuasive
|
|
| adj.有说服力的，能说得使人相信的 | |
参考例句： |
|
|
|
|
4
addictive
|
|
| adj.(吸毒等)使成瘾的，成为习惯的 | |
参考例句： |
|
|
|
|
5
addicted
|
|
| adj.沉溺于....的，对...上瘾的 | |
参考例句： |
|
|
|
|
6
complexities
|
|
| 复杂性(complexity的名词复数)； 复杂的事物 | |
参考例句： |
|
|
|
|
7
adventurous
|
|
| adj.爱冒险的；惊心动魄的，惊险的，刺激的 | |
参考例句： |
|
|
|
|
8
judgment
|
|
| n.审判；判断力，识别力，看法，意见 | |
参考例句： |
|
|
|
|
9
lasting
|
|
| adj.永久的，永恒的；vbl.持续，维持 | |
参考例句： |
|
|
|
|
10
determined
|
|
| adj.坚定的；有决心的 | |
参考例句： |
|
|
|
|
11
knowledgeably
|
|
| adj.知识渊博地，有见识地 | |
参考例句： |
|
|
|
|
12
applicant
|
|
| n.申请人，求职者，请求者 | |
参考例句： |
|
|
|
|
13
friendliness
|
|
| n.友谊，亲切，亲密 | |
参考例句： |
|
|
|
|
14
competence
|
|
| n.能力，胜任，称职 | |
参考例句： |
|
|
|
|
15
sincerity
|
|
| n.真诚，诚意；真实 | |
参考例句： |
|
|
|
|
16
activate
|
|
| vt.使活动起来，使开始起作用 | |
参考例句： |
|
|
|
|
17
physiological
|
|
| adj.生理学的，生理学上的 | |
参考例句： |
|
|
|
|
18
advertising
|
|
| n.广告业；广告活动 a.广告的；广告业务的 | |
参考例句： |
|
|
|
|
19
condemned
|
|
| adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词 | |
参考例句： |
|
|
|
|
20
epidemic
|
|
| n.流行病；盛行；adj.流行性的，流传极广的 | |
参考例句： |
|
|
|
|
21
nicotine
|
|
| n.(化)尼古丁，烟碱 | |
参考例句： |
|
|
|
购买
在百度中搜索