[00:00.48]test 10
[00:02.03]Section A
[00:03.34]Now let's begin with the 8 short conversations.
[00:06.57]11.W:If I were you, I'd be more careful about
[00:09.70]locking the back door at night.
[00:11.51]M:Don't worry. No one will break in.
[00:13.75]Q:What does the woman think will happen?
[00:31.47]12.W:We could turn down this road
[00:33.90]to get to the shopping centre.
[00:35.83]M:Let's not go that way today because of all the traffic.
[00:39.17]Q:What does the man suggest?
[00:56.30]13.W: I'm wondering about the fabric of this dress;
[00:59.85]is it washable?
[01:01.08]I don't want to run up a big cleaning bill.
[01:03.48]M:All the dresses in this section are polyester,
[01:06.20]so you shouldn't have a problem.
[01:08.27]Q:What does the man tell the woman?
[01:25.47]14.M:My wife and I went over to the Shaffers for a party.
[01:29.98]By the way, have you seen their new recreation room?
[01:33.03]W:Very nice. They just finished it a couple of weeks ago.
[01:36.75]It's in the basement you know.
[01:38.79]Q:Where is the recreation room?
[01:56.17]15.M:I was terribly embarrassed when some member of
[01:59.48]the audience got up and left in the middle of the performance.
[02:02.91]W:Well, some people just can't seem to appreciate live drama.
[02:06.87]Q:What did the people in the conversation attend?
[02:24.98]16.W:Could you tell me how to get to the bus station from here?
[02:29.34]M:Go straight until you come to the stop light.
[02:31.99]Turn to the left and go about three miles.
[02:34.72]When you get to the Argo Grocery Store, turn right.
[02:37.69]You can't miss it.
[02:39.04]Q:What is the woman trying to do?
[02:56.53]17.M:Since you have visited so many countries,
[03:00.05]you must be able to speak several different languages.
[03:02.92]W:I wish I could, but French and German are
[03:05.17]the only foreign languages I have ever learned to speak.
[03:08.37]Q:What did the woman say of her knowledge
[03:11.31]of foreign languages?
[03:27.16]18.W:Jane told me that she was going to quit her job.
[03:31.04]I'll certainly be sorry to see her go.
[03:33.47]M:Oh, she always says that!
[03:35.62]I wouldn't buy her a going away present if I were you.
[03:39.27]Q:What does the man think about Jane?
[03:57.06]Now you will hear 2 long conversations.
[04:00.24]Conversation One
[04:01.99]W: Dad, can I go to a movie with Sharon?
[04:04.35]M: Yeah, sure, but wait. Weren't you suppose to
[04:07.11]get a report card sometime this past week?
[04:10.00]W: Well, oh yeah. Can I call Sharon now?
[04:13.41]M: Uh hum. You didn't answer my question.
[04:16.60]Did you receive it or not?
[04:18.49]W: I love you Dad! You're the best!
[04:20.40]M: Don't try to butter me up.
[04:21.85]I can guess that your answer means that
[04:23.89]you didn't do well in some of your classes?
[04:26.10]W: Well, my English teacher is so boring,
[04:28.99]and he gets angry suddenly every time someone talks.
[04:32.04]M: In other words, you're not doing so well?
[04:35.53]W: Uh, a C . . . minus.
[04:38.69]M: Oh. Well, how are you doing in your Spanish class?
[04:42.21]You said you liked that one.
[04:44.02]W: Well, I do, but I forgot to turn in a couple of assignments,
[04:47.90]and I had problems on the last test.
[04:50.38]All those verbs caused many troubles.
[04:53.35]I get them all mixed up in my head!
[04:55.39]M: Oh!
[04:56.44]W: Can I go now?
[04:57.62]M: And how are you doing in history?
[04:59.77]W: Oh, that's my favorite class.
[05:01.65]Mr. Jones is always passing out candy
[05:04.12]if you know the answers to his questions.
[05:06.66]M: Great. Now, I have a bright daughter with tooth decay.
[05:10.28]W: Ah, Dad. Can I go now?
[05:13.04]M: You can go if you answer my history question. How old am I?
[05:17.26]W: Uh, fifty five?
[05:19.08]M: Fifty five! You just failed a math and history test at the same time!
[05:24.41]Questions 19 to 21 are based on the conversation you have just heard.
[05:29.21]19. Based on the girl's statements,
[05:32.33]how would you describe her English teacher?
[05:48.85]20. How does she feel about her Spanish class?
[06:06.64]21. Why does the girl like her history class?
[06:24.65]Conversation Two
[06:26.36]M: Honey, the basketball game is about to start.
[06:29.08]And could you bring some chips and a bowl of ice cream?
[06:31.77]And... uh... a slice of pizza from the fridge.
[06:34.71]W: Anything else?
[06:35.58]M: No, that's all for now.
[06:36.89]Hey, honey, you know, they're organizing a company basketball team,
[06:40.85]and I'm thinking about joining. What do you think?
[06:43.42]W: Humph.
[06:44.84]M:“Humph”,what do you mean “Humph”.
[06:46.98]I was the star player in high school.
[06:49.20]W: Yeah, twenty five years ago.
[06:51.56]Look, I just don't want you having a heart attack
[06:54.54]running up and down the court.
[06:56.03]M: So, what are you suggesting? Should I just abandon the idea?
[06:59.98]I'm not out of shape.
[07:01.76]W: Well . . . you ought to at least have
[07:03.83]a medical examination before you begin.
[07:06.29]I mean, it has been at least five years since you played at all.
[07:09.64]M: Well, okay, but . . .
[07:11.46]W: And you need to watch your diet and
[07:13.09]cut back on the fatty foods, like ice cream.
[07:15.92]And you should try eating more fresh fruits and vegetables.
[07:18.97]M: Yeah, you're probably right.
[07:21.70]W: And you should take up a little weight training
[07:23.72]to strengthen your muscles or perhaps try cycling to
[07:26.52]build up your heart and blood circulation system.
[07:29.71]Oh, and you need to go to bed early instead of
[07:32.21]watching TV half the night.
[07:33.88]M: Hey, you're starting to sound like my personal fitness instructor!
[07:37.65]W: No, I just love you, and I want you to
[07:39.74]be around for a long, long time.
[07:42.97]Questions 22 to 25 are based on the conversation you have just heard.
[07:48.38]22. What does the man want to do?
[08:05.55]23. What is the woman's first suggestion to her husband?
[08:23.89]24. What does the woman advise about the man's diet?
[08:42.11]25. Why does the man's wife recommend cycling?
[09:01.20]Section B
[09:02.73]Passage One
[09:04.29]Most people picture sharks as huge, powerful, frightening predators,
[09:08.79]ready at any moments to use their sharp teeth to
[09:11.66]attack careless swimmers without provocation.
[09:14.93]But, people may have some wrong ideas on the conception of sharks.
[09:20.16]First, there are 350 species of shark, and not all of them are large.
[09:25.91]They range in size from the dwarf shark, which can
[09:28.71]be only 6 inches long and can be held in the palm of the hand,
[09:32.85]to the whale shark, which can be more than 55 feet long.
[09:37.31]Second, the different species of shark vary tremendously
[09:41.42]in the number and type of teeth.
[09:43.89]A shark can have from one to seven sets of teeth at the same time,
[09:48.79]and some types of shark can have several hundred teeth in each jaw.
[09:54.13]It is true that the fierce and predatory species do possess extremely sharp
[09:58.96]and brutal teeth used to rip their prey apart:
[10:02.66]many other types of shark, however, have teeth more adapted to
[10:06.25]grabbing and holding than to cutting and slashing.
[10:10.21]Finally, not all sharks are predatory animals ready to strike out at humans.
[10:15.37]In fact, only 12 of the 350 species of shark have
[10:19.54]been known to attack humans, and a shark needs to
[10:22.74]be provoked in order to attack.
[10:25.35]The types of shark that have the worst record
[10:27.48]with humans are the tiger shark, the bull shark, and the great white shark.
[10:32.68]However, for most species of shark, even some of the largest types,
[10:37.80]there are no known instances of attacks on humans.
[10:42.08]Questions 26 to 28 are based on the passage you have just heard.
[10:46.94]26. What is the main purpose of this passage?
[11:04.80]27. Which of the following is NOT true about a shark's teeth?
[11:23.76]28. What can we infer from the passage?
[11:41.40]Passage Two
[11:42.78]The term “culture shock” has appeared in the popular vocabulary.
[11:47.25]Culture shock is the effect that immersion in
[11:49.86]a strange culture has on the unprepared visitor.
[11:52.95]Peace Corps volunteers suffer from it in Borneo or Brazil.
[11:56.69]Macro Polo probably suffered from it in China.
[11:59.85]Culture shock is what happens when a traveler suddenly
[12:03.59]finds himself in a place where “yes” may mean “no”,
[12:08.27]where a “fixed price” is negotiable, where laughter may signify anger.
[12:14.48]It is what happens when the familiar psychological cues that
[12:18.62]help an individual to function in society are suddenly withdrawn
[12:23.19]and replaced by new ones that are strange or incomprehensible.
[12:27.84]The culture shock phenomenon explains much of
[12:30.38]the bewilderment, frustration, and disorientation that
[12:34.37]plagues people in their dealing with other societies.
[12:37.79]It causes a breakdown in communication,
[12:40.51]a misunderstanding of reality, an inability to cope.
[12:44.54]Yet culture shock is relatively mild in comparison
[12:47.86]with the much more serious disease—future shock.
[12:52.99]Future shock is the frightening disorientation brought on
[12:56.54]by the premature arrival of the future.
[13:00.03]It may well be the most serious disease of tomorrow.
[13:04.20]Future shock is a time phenomenon,
[13:07.08]a product of the greatly accelerated rate of change in society.
[13:11.93]It arises from the imposition of a new culture on an old one.
[13:15.93]It is culture shock in one's own society. But its impact is far worse.
[13:21.92]For the traveler can at last turn back to his own familiar culture,
[13:26.82]but the victim of future shock can not.
[13:30.63]Questions 29 to 31 are based on the passage you have just heard.
[13:35.52]29. Why future shock is more serious than culture shock?
[13:55.04]30. Which does NOT belong to culture shock?
[14:13.23]31. What is the cause of future shock?
[14:31.01]Passage Three
[14:33.01]There are two kinds of memory:short term and long term.
[14:37.26]Information in long term memory can be recalled
[14:40.16]at a later time when it is needed.
[14:42.59]The information may be kept for days and weeks.
[14:45.88]In contrast, information in short term memory is kept for only
[14:50.27]a few seconds, usually by repeating the information over and over.
[14:55.39]The following experiment shows
[14:57.06]how short term memory has been studied.
[14:59.93]Henning studied how students who are learning English
[15:02.62]as second language remember vocabulary.
[15:05.49]The subjects in his experiment were 75 college students.
[15:09.66]They represented all levels of ability in English:
[15:12.80]beginning, intermediate, advanced, and native speaking students.
[15:18.21]To begin with, the subjects listened to a recording of
[15:21.15]a native speaker reading a paragraph in English.
[15:24.38]Following the recording, the subjects took a 15 question test
[15:28.38]to see which words they remembered.
[15:30.88]Each question had four choices.
[15:33.30]The subjects had to circle the word they had heard in the recording.
[15:36.64]Some of the questions had four choices that sounded alike.
[15:40.56]For example, weather, whether, wither,
[15:44.48]and wether are four words sound alike.
[15:48.51]Some of the questions had four choices that have the same meaning.
[15:52.87]Method, way, manner, and system would
[15:55.88]be four words with the same meaning.
[15:59.20]Finally the subjects took a language proficiency test.
[16:03.23]Henning found that students with a lower proficiency
[16:05.85]in English made more of their mistakes on words that sound alike;
[16:10.17]students with a higher proficiency made more of
[16:12.96]their mistakes on words that have the same meaning.
[16:15.85]Henning's results suggest that beginning students hold
[16:18.28]the sound of words in their short term memory, and the advanced
[16:21.91]students hold the meaning of words in their short term memory.
[16:26.52]Questions 32 to 35 are based on the passage you have just heard.
[16:31.95]32. Why did Henning made the experiment?
[16:50.07]33. Which of the following statements
[16:52.60]is true according to the passage?
[17:09.41]34. What can we see from Henning's result?
[17:27.44]35. What does the passage center on?
[17:45.97]Section C
[17:47.70]Monkeys and chimpanzees (黑猩猩)，although they are weaker
[17:50.93]and less fierce than many other animals, possess brains which are
[17:54.77]55 far along the evolutionary road as any creature other than man.
[18:00.69]Birds can perform marvels of aerobatics (特技飞行),
[18:04.14]they can catch insects on the wing with unparalleled skill,
[18:08.39]they can navigate in a remarkable manner half round the world
[18:12.13]and back—but they cannot think and reason.
[18:15.36]In technical terms it can be said that they are lacking in insight.
[18:19.97]The abilities which they do possess are built in instincts derived from
[18:24.39]their genetic inheritance. Monkeys, on the other hand, can reason.
[18:29.19]They can easily remember a lighted door indicating the presence of food.
[18:33.87]They can remember what kind of food they are looking for.
[18:37.06]A monkey set the problem of reaching a banana, say, hung high up
[18:41.05]in its cage, can work out a system for getting it even if it involves piling
[18:45.92]up boxes to stand on and then knocking down the banana with a stick.
[18:50.56]A charming story is told about the psychologist Wolfgang Kobler, who
[18:56.33]had provided various boxes and other apparatuses by which he proposed
[19:01.37]to test a chimpanzee's ability to think out a method of
[19:04.78]reaching a fruit hung nine feet in the air.
[19:08.16]The animal looked about it and sized up the problem.
[19:12.04]Then it took Kobler by the hand, led him to a position immediately under
[19:16.36]the banana, jumped up on to his shoulder and reached it down from there.
[19:21.45]But evolution,although it has brought monkeys to
[19:24.32]a remarkable degree of cleverness, has stopped short at a crucial ability,
[19:29.51]the possession of which places man at a clearly superior level.
[19:33.72]Their minds cannot cope with abstract ideas.
[19:36.66]For example, an ape can be taught to fill a can with water from
[19:40.09]a barrel and take the can of water to put out a fire
[19:43.58]so that it can reach into a box and get food.
[19:46.74]But if the whole set up is arranged on a raft (木筏) the animal will
[19:50.26]continue to draw its water only from the barrel.
[19:53.56]It can not grasp that any water, taken more, conveniently, say,
[19:57.83]from the pond on which the raft is floating, will pot out the fire just as well.
[20:03.31]The abstract idea that water puts out fire is beyond it.
[20:10.10]Monkeys and chimpanzees (黑猩猩)，although they are weaker
[20:13.33]and less fierce than many other animals, possess brains which are
[20:18.00]55 far along the evolutionary road as any creature other than man.
[20:24.90]Birds can perform marvels of aerobatics (特技飞行),
[20:28.34]they can catch insects on the wing with unparalleled skill,
[20:33.50]they can navigate in a remarkable manner half round the world
[20:37.20]and back-but they cannot think and reason.
[20:41.45]In technical terms it can be said that they are lacking in insight.
[20:45.99]The abilities which they do possess are built in instincts derived from
[20:50.38]their genetic inheritance. Monkeys, on the other hand, can reason.
[20:57.31]They can easily remember a lighted door indicating the presence of food.
[21:01.92]They can remember what kind of food they are looking for.
[21:05.15]A monkey set the problem of reaching a banana, say, hung high up
[21:08.96]in its cage, can work out a system for getting it even if it involves piling
[21:13.96]up boxes to stand on and then knocking down the banana with a stick.
[21:18.57]A charming story is told about the psychologist Wolfgang Kobler, who
[21:24.58]had provided various boxes and other apparatuses by which he proposed
[21:31.37]to test a chimpanzee's ability to think out a method of
[21:34.74]reaching a fruit hung nine feet in the air.
[21:38.19]The animal looked about it and sized up the problem.
[21:42.06]Then it took Kobler by the hand, led him to a position immediately under
[21:46.41]the banana, jumped up on to his shoulder and reached it down from there.
[22:40.56]But evolution,although it has brought monkeys to
[22:43.40]a remarkable degree of cleverness, has stopped short at a crucial ability,
[22:48.51]the possession of which places man at a clearly superior level.
[23:41.79]Their minds cannot cope with abstract ideas.
[23:44.66]For example, an ape can be taught to fill a can with water from
[23:48.32]a barrel and take the can of water to put out a fire
[23:51.73]so that it can reach into a box and get food.
[23:54.75]But if the whole set up is arranged on a raft (木筏) the animal will
[23:58.38]continue to draw its water only from the barrel.
[24:01.57]It can not grasp that any water, taken more, conveniently, say,
[24:05.86]from the pond on which the raft is floating, will pot out the fire just as well.
[25:00.28]The abstract idea that water puts out fire is beyond it.
[25:07.22]Monkeys and chimpanzees (黑猩猩)，although they are weaker
[25:10.34]and less fierce than many other animals, possess brains which are
[25:14.17]55 far along the evolutionary road as any creature other than man.
[25:20.15]Birds can perform marvels of aerobatics (特技飞行),
[25:23.60]they can catch insects on the wing with unparalleled skill,
[25:27.81]they can navigate in a remarkable manner half round the world
[25:31.47]and back-but they cannot think and reason.
[25:34.78]In technical terms it can be said that they are lacking in insight.
[25:39.28]The abilities which they do possess are built in instincts derived from
[25:43.81]their genetic inheritance. Monkeys, on the other hand, can reason.
[25:48.88]They can easily remember a lighted door indicating the presence of food.
[25:53.31]They can remember what kind of food they are looking for.
[25:56.47]A monkey set the problem of reaching a banana, say, hung high up
[26:00.50]in its cage, can work out a system for getting it even if it involves piling
[26:05.58]up boxes to stand on and then knocking down the banana with a stick.
[26:09.97]A charming story is told about the psychologist Wolfgang Kobler, who
[26:15.78]had provided various boxes and other apparatuses by which he proposed
[26:20.76]to test a chimpanzee's ability to think out a method of
[26:24.22]reaching a fruit hung nine feet in the air.
[26:27.49]The animal looked about it and sized up the problem.
[26:31.26]Then it took Kobler by the hand, led him to a position immediately under
[26:35.96]the banana, jumped up on to his shoulder and reached it down from there.
[26:40.83]But evolution,although it has brought monkeys to
[26:43.62]a remarkable degree of cleverness, has stopped short at a crucial ability,
[26:48.85]the possession of which places man at a clearly superior level.
[26:52.99]Their minds cannot cope with abstract ideas.
[26:55.95]For example, an ape can be taught to fill a can with water from
[26:59.69]a barrel and take the can of water to put out a fire
[27:02.99]so that it can reach into a box and get food.
[27:06.15]But if the whole set up is arranged on a raft (木筏) the animal will
[27:09.64]continue to draw its water only from the barrel.
[27:12.94]It can not grasp that any water, taken more, conveniently, say,
[27:17.18]from the pond on which the raft is floating, will pot out the fire just as well.
[27:22.63]The abstract idea that water puts out fire is beyond it. |