大学英语4级考试精准听力法 Model Test Five

韩萱 2011-10-21 7880 阅读
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[00:14.74]Model Test Five
[00:16.80]Section A
[00:18.83]Directions:
[00:20.97]In this section,
[00:23.12]you will hear 8 short conversations
[00:29.36]At the end of each conversation,
[00:29.89]and 2 long conversations.
[00:32.06]one or more questions will be asked
[00:34.68]about what was said.
[00:36.86]Both the conversation and the questions
[00:39.92]will be spoken only once.
[00:42.78]After each question there will be a pause.
[00:46.99]During the pause, you must read the four choices
[00:51.02]marked A), B), C) and D),
[00:55.35]and decide which is the best answer.
[00:59.50]Then mark the corresponding letter
[01:01.97]on Answer Sheet 2
[01:04.34]with a single line through the centre.
[01:08.76]Now let's begin
[01:09.85]with the eight short conversations.
[01:13.22]11. M: I can’t stand this class!
[01:17.70]W: Well, you might as well get used to it.
[01:20.78]You have to take it in order to graduate.
[01:24.24]Q: What does the woman say about the class?
[01:42.03]12. W: I’m not swimming in the lake
[01:45.16]unless it warms up outside today.
[01:47.76]M: Me, neither. Unfortunately, I think
[01:50.04]it’s supposed to stay as cold as this all day.
[01:54.43]Q: What can be inferred about the speakers?
[02:12.35]13. W: Excuse me! Could you please
[02:15.87]tell me how to get to the park?
[02:18.32]M: Is there a park around here?
[02:20.75]Q: What does the man’s response indicate?
[02:39.44]14. W: Umm...are you going to
[02:42.28]try some of this chocolate pudding?
[02:44.49]It’s incredible.
[02:46.33]M: Well, to be honest,
[02:47.68]I’ve never been a big fan of chocolate.
[02:51.30]Q: What does the man imply?
[03:08.48]15. M: I hope you can understand my reasons
[03:12.41]for deciding to leave, Mrs. Harrison.
[03:15.18]W: Do I have to remind you
[03:16.57]that we have invested a lot of time
[03:19.09]and money in your career here?
[03:22.12]Q: How did Mrs. Harrison respond?
[03:39.74]16. M: I was really worried about screwing up
[03:44.74]my presentation before the manager this afternoon.
[03:48.64]W: But it turned out well, didn’t it?
[03:51.49]Q: What does the woman imply?
[04:09.15]17. M: Did you hear Eva’s presentation
[04:13.01]in the meeting last night?
[04:15.30]W: How she could be so calm
[04:16.81]in front of such a large audience
[04:19.30]is really beyond me.
[04:22.06]Q: What does the woman imply?
[04:39.06]18. W: Which of the two cars
[04:42.02]we saw today do you prefer?
[04:44.58]M: I think the red one looks very nice,
[04:47.58]but the black one has more room inside,
[04:50.40]so I like it better.
[04:52.88]Q: Why does the man like the black car
[04:55.32]better than the red one?
[05:11.87]Now you will hear the two long conversations.
[05:16.67]Conversation One
[05:18.98]M: Cathy, hello! You are not looking too happy.
[05:22.91]What’s the matter?
[05:24.39]Have you been studying too much?
[05:26.52]W: Oh, hi. No, that’s not it.
[05:29.12]The problem is that I was planning to go home
[05:32.48]over spring break, but my travel agent just told me
[05:36.44]that all the airplanes are fully booked that week.
[05:39.86]M: Why not go by car?
[05:41.83]W: It’s too long a trip to take by myself,
[05:44.80]and gasoline is too expensive.
[05:47.88]M: Have you checked the ride board?
[05:50.04]Maybe you can get a rider to go with you.
[05:52.95]W: The ride board, what’s that?
[05:55.47]M: It’s a bulletin board
[05:57.00]that has a map of the United States on it.
[05:59.84]The map is divided into different regions,
[06:02.41]and each region has a different number.
[06:05.43]Say you want to go to New England,
[06:07.75]that would be box number one.
[06:10.36]Then there are boxes for each number.
[06:12.84]You can put a white card
[06:14.53]or blue card in one of the boxes.
[06:17.38]W: What is the difference
[06:18.56]between a blue card and a white one?
[06:21.20]M: Blue means you have a car
[06:23.00]and need riders to share the driving.
[06:25.65]White means you are looking for a ride.
[06:28.61]W: So I should go and look at white cards
[06:31.24]to see if anyone needs a ride to
[06:33.11]where I’m going, right?
[06:34.89]M: Yeah, and fill out a blue card too.
[06:38.38]W: So where is this ride board?
[06:40.46]M: It’s on the second floor of
[06:42.53]the Students Union building,
[06:44.13]right by the campus cinema.
[06:47.93]Questions 19 to 22 are based
[06:50.76]on the conversation you have just heard.
[06:54.81]19. Why does Cathy look unhappy?
[07:13.72]20. What do the numbers
[07:15.99]on the boxes at the ride board represent?
[07:34.14]21. What does Cathy hope to
[07:37.08]obtain through the ride board?
[07:54.62]22. Where is the ride board?
[08:13.23]Conversation Two
[08:15.34]M: Do you think young people are
[08:17.06]given too much freedom nowadays,
[08:19.44]and that as a result they’ve lost respect
[08:21.84]for their parents and their elders gradually?
[08:24.98]W: I don’t thinks so.
[08:26.66]My parents never interfere with
[08:28.62]my plans too much.
[08:30.49]They give me advice
[08:31.77]but never force me to do anything
[08:34.13]that I didn’t want to.
[08:36.17]I was allowed to take up the career I wanted.
[08:39.40]I think I respect and love them more for this.
[08:42.81]M: Are you quite independent of them now?
[08:45.25]W: Yes. As soon as I left school
[08:47.88]and started my studies as a nurse,
[08:50.12]I became independent financially.
[08:52.99]I have a government grant.
[08:54.74]It is enough for my daily life.
[08:57.29]But I still stay with them a lot,
[08:59.78]as you know.
[09:00.61]M: You seem very close to your parents.
[09:03.37]W: I am. Many young people today say
[09:06.60]they have nothing in common with their parents,
[09:09.61]but I’m rather lucky
[09:11.73]because I get on very well with mine.
[09:14.40]What about you?
[09:16.08]M: Well, we value family life very much
[09:18.64]in my country. I’m very fond of my family,
[09:21.65]but I don’t always get on very well with them.
[09:24.98]They try to control me too much.
[09:27.54]W: But they allow you to come to
[09:29.06]study in England on your own.
[09:31.47]M: Yes, but only after a lot of persuasion!
[09:34.98]Your parents treat you as an adult.
[09:37.38]My parents treat me as a child.
[09:40.21]W: As I said, I’m lucky.
[09:42.66]Some English parents are like yours.
[09:45.11]They interfere too much
[09:47.18]and they just refuse to understand our generation.
[09:52.87]Questions 23 to 25 are based on the conversation
[09:57.37]you have just heard.
[10:00.23]23. What is the woman’s attitude
[10:03.80]towards her parents?
[10:20.63]24. What occurred to the woman
[10:23.62]when she began to study nursing?
[10:41.31]25. How do English parents treat their children?
[11:00.76]Section B
[11:02.58]Directions: In this section, you will hear
[11:07.14]3 short passages, at the end of each passage,
[11:12.01]you will hear some questions.
[11:14.57]Both the passage and the questions
[11:16.99]will be spoken only once.
[11:20.02]After you hear a question,
[11:22.82]you must choose the best answer
[11:24.95]from the four choices marked A), B), C) and D).
[11:29.87]Then mark the corresponding letter
[11:32.15]on Answer Sheet 2
[11:33.91]with a single line through the centre.
[11:37.42]Passage One
[11:39.22]Some of the most practical lessons
[11:41.48]coming out of research in psychology
[11:44.24]are in the area of memory.
[11:46.69]People ask, why can’t I remember that term
[11:49.89]from the text book
[11:50.76]or when the library books are due?
[11:53.72]With a lot of people, memory may be weak,
[11:56.48]because they don’t use it enough.
[11:59.13]It’s like muscle. If you don’t exercise it,
[12:02.21]it won’t get strong.
[12:04.42]That’s why it’s important
[12:05.80]to keep our minds active,
[12:07.95]and keep on learning through our life.
[12:10.75]We can do this by reading,
[12:13.06]playing memory games
[12:14.54]and seeking things out.
[12:16.75]It’s my guess though
[12:18.28]that the lack of stimulation isn’t a problem
[12:20.83]for students like you.
[12:22.54]More likely, the life you are now leading is so busy
[12:25.90]and stimulating that it may sometimes
[12:28.71]interfere with learning.
[12:30.52]Information needs to be recorded from memory,
[12:33.63]in other words, to be learned.
[12:36.03]And for busy people like you and me,
[12:38.74]that will be a real problem.
[12:41.11]If we are distracted,
[12:42.68]or we are trying to think
[12:44.39]what we are going to do next,
[12:46.11]the incoming message just might not get recorded
[12:49.54]effectively. And that leads to the first tip
[12:52.52]for students who want to improve their memories.
[12:55.95]Give full attention to the information
[12:57.87]that you hope to retain.
[13:00.40]Research clearly shows the advantages of this,
[13:03.38]and also of active learning,
[13:05.71]of consciously trying to visualize a new fact,
[13:09.21]perhaps to make a mental picture,
[13:11.61]even a wild ridiculous one,
[13:13.97]so the new fact will stick in the memory.
[13:16.88]Let me illustrate that for you here a little more
[13:19.21]this evening.
[13:21.32]Questions 26 to 29 are based on the passage
[13:26.04]you have just heard.
[13:28.58]26. What is the talk mainly about?
[13:47.67]27. What does the speaker illustrate
[13:51.16]with the example of muscle?
[14:08.06]28. What does the speaker suggest students
[14:12.23]do in order to learn new information more effectively?
[14:31.70]29. What will the speaker probably do next?
[14:51.41]Passage Two
[14:53.11]Big band swing music was a kind of dance music
[14:56.78]with a steady rhythm.
[14:58.51]But today we deal with music played
[15:01.00]by smaller jazz bands.
[15:03.41]It’s called bebop which may use
[15:05.74]all sorts of new types of rhythms,
[15:08.50]and some of them are very irregular.
[15:11.18]We’ll talk more about that later.
[15:13.61]But first I want to talk about
[15:15.44]some of the social elements
[15:17.32]that I believe contributed to
[15:19.35]the development of bebop music.
[15:22.37]To do this, we have to look at
[15:24.27]when bebop arose and started
[15:26.64]becoming so popular.
[15:28.75]It was from the late 1930s to the 1940s.
[15:32.78]The environment for bebop music
[15:35.22]was the decline of the US economy.
[15:38.24]During the Great Depression,
[15:39.93]the economy suffered tremendously.
[15:42.54]And fewer people had money
[15:44.50]to spend on entertainment.
[15:46.71]Then during the Second World War,
[15:49.03]the government imposed a new tax
[15:51.57]on public entertainment,
[15:53.09]what you might call "performance tax".
[15:56.21]The government collected money
[15:57.91]on performances that included any types of acting,
[16:01.41]dancing or singing, but not instrumental music.
[16:05.45]So in order to avoid this new tax,
[16:08.08]some jazz bands stopped
[16:09.95]using singers altogether.
[16:12.34]They started relying on
[16:13.92]the creativity of the instrumentalist
[16:16.42]to attract audiences.
[16:18.73]This was how bebop bands developed.
[16:21.61]Now a lot of bands have singers.
[16:24.12]So the instrumentalists
[16:25.89]simply played in the background
[16:28.06]and had occasional solos
[16:30.37]while the singer sang the melody to the songs,
[16:33.61]but not with bebop bands.
[16:35.96]So the instrumentalists had much
[16:38.20]more freedom to be creative.
[16:41.05]They experimented,
[16:42.51]playing the music faster
[16:44.17]and using new irregular sorts of rhythms.
[16:49.75]Questions 30 to 32 are based
[16:52.20]on the passage you have just heard.
[16:55.60]30. Why does the speaker mention
[16:58.79]the decline of the US economy
[17:01.09]during the Great Depression?
[17:17.81]31. How did the bebop bands avoid
[17:21.55]the "performance tax"?
[17:38.53]32. What does the speaker describe
[17:41.99]as a significant characteristic of bebop music?
[18:00.07]Passage Three
[18:02.14]Many experts say soap was first produced
[18:05.09]by the Phoenicians about 2 600 years ago.
[18:09.40]The Phoenicians used it on wounds
[18:11.58]and to color their hair.
[18:13.74]The ancient Greeks, however,
[18:15.46]are believed to have been the first
[18:17.31]to use soap for cleaning.
[18:19.77]By the 9th century,
[18:21.40]small businesses in Italy,
[18:23.16]Spain and France produced
[18:25.17]different kinds of soaps.
[18:27.62]These small businesses
[18:28.90]did not become a large industry
[18:30.94]until the last century.
[18:33.56]One English expression is closely
[18:35.51]linked to the soap-making industry
[18:37.68]in the United States.
[18:39.54]It is “soap opera”.
[18:41.56]“Soap operas” are radio
[18:43.17]and television plays about the problems
[18:45.92]and emotions in human relationships.
[18:48.88]They are called soap operas,
[18:50.62]because the first programs,
[18:52.63]years ago, were paid for
[18:54.65]by soap-making companies.
[18:56.97]Like musical operas,
[18:58.65]soap operas are not about real people.
[19:01.61]And critics charge that they do not
[19:04.24]present a balanced picture of real life.
[19:07.61]They note that almost everyone
[19:09.44]in a soap opera has a serious
[19:11.37]emotional problem or is guilty of a crime.
[19:15.19]And there are several crises
[19:17.11]in every half-hour program.
[19:19.57]Yet, soap opera fans do not care
[19:22.25]what critics say. They love the programs
[19:25.69]and watch them every day.
[19:27.94]Such loyalty makes soap operas
[19:29.82]very popular in the United States.
[19:32.97]In fact, a few programs are so popular
[19:35.84]that they have been produced
[19:37.43]with the same actors for many years.
[19:42.66]Questions 33 to 35 are based
[19:45.91]on the passage you have just heard.
[19:49.66]33. When was soap first produced
[19:53.59]according to experts?
[20:10.50]34. Why are the radio
[20:13.39]and TV plays called “soap operas”?
[20:31.83]35. Why are soap operas very popular
[20:35.85]in the United States?
[20:52.78]Section C
[20:54.93]Directions: In this section,
[20:57.86]you will hear a passage three times.
[21:01.08]When the passage is read
[21:02.91]for the first time, you should
[21:04.85]listen carefully for its general idea.
[21:08.36]When the passage is read
[21:10.43]for the second time,
[21:11.82]you are required to fill in the blanks
[21:14.95]numbered from 36 to 43
[21:18.89]with the exact words you have just heard.
[21:23.24]For blanks numbered
[21:24.28]from 44 to 46 you are required
[21:28.55]to fill in the missing information.
[21:31.47]For these blanks, you can either use
[21:34.75]the exact words you have just heard
[21:37.65]or write down the main points
[21:40.39]in your own words. Finally,
[21:44.16]when the passage is read
[21:45.75]for the third time, you should check
[21:48.35]what you have written.
[21:50.69]Now listen to the passage.
[21:55.09]The automobile has many advantages.
[21:58.37]Above all, it offers people freedom
[22:00.92]to go wherever and whenever they want.
[22:04.10]To most people, cars are also
[22:06.24]personal fantasy machines
[22:08.62]that serve as symbols of power,
[22:10.91]success, speed, excitement,
[22:13.38]and adventure. In addition,
[22:15.53]much of the world’s economy
[22:17.41]is built on producing vehicles
[22:19.82]and supplying roads, services,
[22:22.13]and repairs of vehicles.
[22:24.44]Half of the world’s paychecks
[22:26.00]are auto-related.
[22:28.08]In spite of their advantages,
[22:29.97]motor vehicles have many
[22:31.91]harmful effects on human lives
[22:34.22]and on air, water, land
[22:36.23]and wildlife resources.
[22:38.86]The automobile may be the most
[22:40.94]destructive machine ever invented.
[22:44.03]Though we tend to deny it,
[22:45.77]riding in cars is one of
[22:48.01]the most dangerous things
[22:49.63]we do in our daily lives.
[22:52.08]Every year, worldwide cars
[22:54.76]and trucks kill an average of 250 000 people,
[22:58.88]and they injure or permanently
[23:00.91]disable 10 million more.
[23:03.23]Half of the world’s people
[23:05.04]will be involved in an auto accident
[23:07.20]at sometime in their lives.
[23:09.56]Motor vehicles are the largest sources
[23:11.94]of air pollution, producing a haze of smog
[23:15.47]over the world’s cities.
[23:17.63]In the United States,
[23:19.03]they produce at least 50% of
[23:21.29]the country’s air pollution.
[23:24.83]Now the passage will be read again.
[23:28.65]The automobile has many advantages.
[23:31.81]Above all, it offers people freedom
[23:34.46]to go wherever and whenever they want.
[23:37.36]To most people, cars are also
[23:39.82]personal fantasy machines
[23:42.25]that serve as symbols of power,
[23:44.40]success, speed, excitement,
[23:46.90]and adventure. In addition,
[23:49.12]much of the world’s economy
[23:51.02]is built on producing vehicles
[23:53.35]and supplying roads, services,
[23:55.65]and repairs of vehicles.
[23:57.94]Half of the world’s paychecks
[23:59.50]are auto-related.
[24:01.23]In spite of their advantages,
[24:03.46]motor vehicles have many
[24:05.30]harmful effects on human lives
[24:07.69]and on air, water, land
[24:09.56]and wildlife resources.
[24:12.44]The automobile may be the most
[24:14.37]destructive machine ever invented.
[24:17.45]Though we tend to deny it,
[24:19.32]riding in cars is one of
[24:21.50]the most dangerous things
[24:23.23]we do in our daily lives.
[25:15.69]Every year, worldwide cars
[25:18.08]and trucks kill an average of 250 000 people,
[25:22.31]and they injure or permanently
[25:24.23]disable 10 million more.
[25:26.56]Half of the world’s people
[25:28.20]will be involved in an auto accident
[25:30.48]at sometime in their lives.
[26:22.77]Motor vehicles are the largest sources
[26:24.64]of air pollution, producing a haze of smog
[26:28.44]over the world’s cities.
[26:30.51]In the United States,
[26:32.05]they produce at least 50% of
[26:34.41]the country’s air pollution.
[27:26.61]Now the passage will be read for the third time.
[27:30.90]The automobile has many advantages.
[27:34.18]Above all, it offers people freedom
[27:36.67]to go wherever and whenever they want.
[27:39.88]To most people, cars are also
[27:42.03]personal fantasy machines
[27:44.32]that serve as symbols of power,
[27:46.73]success, speed, excitement,
[27:49.19]and adventure. In addition,
[27:51.42]much of the world’s economy
[27:53.33]is built on producing vehicles
[27:55.64]and supplying roads, services,
[27:57.90]and repairs of vehicles.
[28:00.12]Half of the world’s paychecks
[28:01.71]are auto-related.
[28:03.85]In spite of their advantages,
[28:05.87]motor vehicles have many
[28:07.58]harmful effects on human lives
[28:09.98]and on air, water, land
[28:12.14]and wildlife resources.
[28:14.63]The automobile may be the most
[28:16.58]destructive machine ever invented.
[28:19.55]Though we tend to deny it,
[28:21.69]riding in cars is one of
[28:23.83]the most dangerous things
[28:25.40]we do in our daily lives.
[28:28.11]Every year, worldwide cars
[28:30.75]and trucks kill an average of 250 000 people,
[28:34.99]and they injure or permanently
[28:36.90]disable 10 million more.
[28:39.44]Half of the world’s people
[28:40.97]will be involved in an auto accident
[28:43.22]at sometime in their lives.
[28:45.32]Motor vehicles are the largest sources
[28:47.68]of air pollution, producing a haze of smog
[28:51.03]over the world’s cities.
[28:53.63]In the United States,
[28:55.09]they produce at least 50% of
[28:57.23]the country’s air pollution.
This is the end of listening comprehension.
[00:14.74]Model Test Five [00:16.80]Section A [00:18.83]Directions: [00:20.97]In this section, [00:23.12]you will hear 8 short conversations [00:29.36]At the end of each conversation, [00:29.89]and 2 long conversations. [00:32.06]one or more questions will be asked [00:34.68]about what was said. [00:36.86]Both the conversation and the questions [00:39.92]will be spoken only once. [00:42.78]After each question there will be a pause. [00:46.99]During the pause, you must read the four choices [00:51.02]marked A), B), C) and D), [00:55.35]and decide which is the best answer. [00:59.50]Then mark the corresponding letter [01:01.97]on Answer Sheet 2 [01:04.34]with a single line through the centre. [01:08.76]Now let's begin [01:09.85]with the eight short conversations. [01:13.22]11. M: I can’t stand this class! [01:17.70]W: Well, you might as well get used to it. [01:20.78]You have to take it in order to graduate. [01:24.24]Q: What does the woman say about the class? [01:42.03]12. W: I’m not swimming in the lake [01:45.16]unless it warms up outside today. [01:47.76]M: Me, neither. Unfortunately, I think [01:50.04]it’s supposed to stay as cold as this all day. [01:54.43]Q: What can be inferred about the speakers? [02:12.35]13. W: Excuse me! Could you please [02:15.87]tell me how to get to the park? [02:18.32]M: Is there a park around here? [02:20.75]Q: What does the man’s response indicate? [02:39.44]14. W: Umm...are you going to [02:42.28]try some of this chocolate pudding? [02:44.49]It’s incredible. [02:46.33]M: Well, to be honest, [02:47.68]I’ve never been a big fan of chocolate. [02:51.30]Q: What does the man imply? [03:08.48]15. M: I hope you can understand my reasons [03:12.41]for deciding to leave, Mrs. Harrison. [03:15.18]W: Do I have to remind you [03:16.57]that we have invested a lot of time [03:19.09]and money in your career here? [03:22.12]Q: How did Mrs. Harrison respond? [03:39.74]16. M: I was really worried about screwing up [03:44.74]my presentation before the manager this afternoon. [03:48.64]W: But it turned out well, didn’t it? [03:51.49]Q: What does the woman imply? [04:09.15]17. M: Did you hear Eva’s presentation [04:13.01]in the meeting last night? [04:15.30]W: How she could be so calm [04:16.81]in front of such a large audience [04:19.30]is really beyond me. [04:22.06]Q: What does the woman imply? [04:39.06]18. W: Which of the two cars [04:42.02]we saw today do you prefer? [04:44.58]M: I think the red one looks very nice, [04:47.58]but the black one has more room inside, [04:50.40]so I like it better. [04:52.88]Q: Why does the man like the black car [04:55.32]better than the red one? [05:11.87]Now you will hear the two long conversations. [05:16.67]Conversation One [05:18.98]M: Cathy, hello! You are not looking too happy. [05:22.91]What’s the matter? [05:24.39]Have you been studying too much? [05:26.52]W: Oh, hi. No, that’s not it. [05:29.12]The problem is that I was planning to go home [05:32.48]over spring break, but my travel agent just told me [05:36.44]that all the airplanes are fully booked that week. [05:39.86]M: Why not go by car? [05:41.83]W: It’s too long a trip to take by myself, [05:44.80]and gasoline is too expensive. [05:47.88]M: Have you checked the ride board? [05:50.04]Maybe you can get a rider to go with you. [05:52.95]W: The ride board, what’s that? [05:55.47]M: It’s a bulletin board [05:57.00]that has a map of the United States on it. [05:59.84]The map is divided into different regions, [06:02.41]and each region has a different number. [06:05.43]Say you want to go to New England, [06:07.75]that would be box number one. [06:10.36]Then there are boxes for each number. [06:12.84]You can put a white card [06:14.53]or blue card in one of the boxes. [06:17.38]W: What is the difference [06:18.56]between a blue card and a white one? [06:21.20]M: Blue means you have a car [06:23.00]and need riders to share the driving. [06:25.65]White means you are looking for a ride. [06:28.61]W: So I should go and look at white cards [06:31.24]to see if anyone needs a ride to [06:33.11]where I’m going, right? [06:34.89]M: Yeah, and fill out a blue card too. [06:38.38]W: So where is this ride board? [06:40.46]M: It’s on the second floor of [06:42.53]the Students Union building, [06:44.13]right by the campus cinema. [06:47.93]Questions 19 to 22 are based [06:50.76]on the conversation you have just heard. [06:54.81]19. Why does Cathy look unhappy? [07:13.72]20. What do the numbers [07:15.99]on the boxes at the ride board represent? [07:34.14]21. What does Cathy hope to [07:37.08]obtain through the ride board? [07:54.62]22. Where is the ride board? [08:13.23]Conversation Two [08:15.34]M: Do you think young people are [08:17.06]given too much freedom nowadays, [08:19.44]and that as a result they’ve lost respect [08:21.84]for their parents and their elders gradually? [08:24.98]W: I don’t thinks so. [08:26.66]My parents never interfere with [08:28.62]my plans too much. [08:30.49]They give me advice [08:31.77]but never force me to do anything [08:34.13]that I didn’t want to. [08:36.17]I was allowed to take up the career I wanted. [08:39.40]I think I respect and love them more for this. [08:42.81]M: Are you quite independent of them now? [08:45.25]W: Yes. As soon as I left school [08:47.88]and started my studies as a nurse, [08:50.12]I became independent financially. [08:52.99]I have a government grant. [08:54.74]It is enough for my daily life. [08:57.29]But I still stay with them a lot, [08:59.78]as you know. [09:00.61]M: You seem very close to your parents. [09:03.37]W: I am. Many young people today say [09:06.60]they have nothing in common with their parents, [09:09.61]but I’m rather lucky [09:11.73]because I get on very well with mine. [09:14.40]What about you? [09:16.08]M: Well, we value family life very much [09:18.64]in my country. I’m very fond of my family, [09:21.65]but I don’t always get on very well with them. [09:24.98]They try to control me too much. [09:27.54]W: But they allow you to come to [09:29.06]study in England on your own. [09:31.47]M: Yes, but only after a lot of persuasion! [09:34.98]Your parents treat you as an adult. [09:37.38]My parents treat me as a child. [09:40.21]W: As I said, I’m lucky. [09:42.66]Some English parents are like yours. [09:45.11]They interfere too much [09:47.18]and they just refuse to understand our generation. [09:52.87]Questions 23 to 25 are based on the conversation [09:57.37]you have just heard. [10:00.23]23. What is the woman’s attitude [10:03.80]towards her parents? [10:20.63]24. What occurred to the woman [10:23.62]when she began to study nursing? [10:41.31]25. How do English parents treat their children? [11:00.76]Section B [11:02.58]Directions: In this section, you will hear [11:07.14]3 short passages, at the end of each passage, [11:12.01]you will hear some questions. [11:14.57]Both the passage and the questions [11:16.99]will be spoken only once. [11:20.02]After you hear a question, [11:22.82]you must choose the best answer [11:24.95]from the four choices marked A), B), C) and D). [11:29.87]Then mark the corresponding letter [11:32.15]on Answer Sheet 2 [11:33.91]with a single line through the centre. [11:37.42]Passage One [11:39.22]Some of the most practical lessons [11:41.48]coming out of research in psychology [11:44.24]are in the area of memory. [11:46.69]People ask, why can’t I remember that term [11:49.89]from the text book [11:50.76]or when the library books are due? [11:53.72]With a lot of people, memory may be weak, [11:56.48]because they don’t use it enough. [11:59.13]It’s like muscle. If you don’t exercise it, [12:02.21]it won’t get strong. [12:04.42]That’s why it’s important [12:05.80]to keep our minds active, [12:07.95]and keep on learning through our life. [12:10.75]We can do this by reading, [12:13.06]playing memory games [12:14.54]and seeking things out. [12:16.75]It’s my guess though [12:18.28]that the lack of stimulation isn’t a problem [12:20.83]for students like you. [12:22.54]More likely, the life you are now leading is so busy [12:25.90]and stimulating that it may sometimes [12:28.71]interfere with learning. [12:30.52]Information needs to be recorded from memory, [12:33.63]in other words, to be learned. [12:36.03]And for busy people like you and me, [12:38.74]that will be a real problem. [12:41.11]If we are distracted, [12:42.68]or we are trying to think [12:44.39]what we are going to do next, [12:46.11]the incoming message just might not get recorded [12:49.54]effectively. And that leads to the first tip [12:52.52]for students who want to improve their memories. [12:55.95]Give full attention to the information [12:57.87]that you hope to retain. [13:00.40]Research clearly shows the advantages of this, [13:03.38]and also of active learning, [13:05.71]of consciously trying to visualize a new fact, [13:09.21]perhaps to make a mental picture, [13:11.61]even a wild ridiculous one, [13:13.97]so the new fact will stick in the memory. [13:16.88]Let me illustrate that for you here a little more [13:19.21]this evening. [13:21.32]Questions 26 to 29 are based on the passage [13:26.04]you have just heard. [13:28.58]26. What is the talk mainly about? [13:47.67]27. What does the speaker illustrate [13:51.16]with the example of muscle? [14:08.06]28. What does the speaker suggest students [14:12.23]do in order to learn new information more effectively? [14:31.70]29. What will the speaker probably do next? [14:51.41]Passage Two [14:53.11]Big band swing music was a kind of dance music [14:56.78]with a steady rhythm. [14:58.51]But today we deal with music played [15:01.00]by smaller jazz bands. [15:03.41]It’s called bebop which may use [15:05.74]all sorts of new types of rhythms, [15:08.50]and some of them are very irregular. [15:11.18]We’ll talk more about that later. [15:13.61]But first I want to talk about [15:15.44]some of the social elements [15:17.32]that I believe contributed to [15:19.35]the development of bebop music. [15:22.37]To do this, we have to look at [15:24.27]when bebop arose and started [15:26.64]becoming so popular. [15:28.75]It was from the late 1930s to the 1940s. [15:32.78]The environment for bebop music [15:35.22]was the decline of the US economy. [15:38.24]During the Great Depression, [15:39.93]the economy suffered tremendously. [15:42.54]And fewer people had money [15:44.50]to spend on entertainment. [15:46.71]Then during the Second World War, [15:49.03]the government imposed a new tax [15:51.57]on public entertainment, [15:53.09]what you might call "performance tax". [15:56.21]The government collected money [15:57.91]on performances that included any types of acting, [16:01.41]dancing or singing, but not instrumental music. [16:05.45]So in order to avoid this new tax, [16:08.08]some jazz bands stopped [16:09.95]using singers altogether. [16:12.34]They started relying on [16:13.92]the creativity of the instrumentalist [16:16.42]to attract audiences. [16:18.73]This was how bebop bands developed. [16:21.61]Now a lot of bands have singers. [16:24.12]So the instrumentalists [16:25.89]simply played in the background [16:28.06]and had occasional solos [16:30.37]while the singer sang the melody to the songs, [16:33.61]but not with bebop bands. [16:35.96]So the instrumentalists had much [16:38.20]more freedom to be creative. [16:41.05]They experimented, [16:42.51]playing the music faster [16:44.17]and using new irregular sorts of rhythms. [16:49.75]Questions 30 to 32 are based [16:52.20]on the passage you have just heard. [16:55.60]30. Why does the speaker mention [16:58.79]the decline of the US economy [17:01.09]during the Great Depression? [17:17.81]31. How did the bebop bands avoid [17:21.55]the "performance tax"? [17:38.53]32. What does the speaker describe [17:41.99]as a significant characteristic of bebop music? [18:00.07]Passage Three [18:02.14]Many experts say soap was first produced [18:05.09]by the Phoenicians about 2 600 years ago. [18:09.40]The Phoenicians used it on wounds [18:11.58]and to color their hair. [18:13.74]The ancient Greeks, however, [18:15.46]are believed to have been the first [18:17.31]to use soap for cleaning. [18:19.77]By the 9th century, [18:21.40]small businesses in Italy, [18:23.16]Spain and France produced [18:25.17]different kinds of soaps. [18:27.62]These small businesses [18:28.90]did not become a large industry [18:30.94]until the last century. [18:33.56]One English expression is closely [18:35.51]linked to the soap-making industry [18:37.68]in the United States. [18:39.54]It is “soap opera”. [18:41.56]“Soap operas” are radio [18:43.17]and television plays about the problems [18:45.92]and emotions in human relationships. [18:48.88]They are called soap operas, [18:50.62]because the first programs, [18:52.63]years ago, were paid for [18:54.65]by soap-making companies. [18:56.97]Like musical operas, [18:58.65]soap operas are not about real people. [19:01.61]And critics charge that they do not [19:04.24]present a balanced picture of real life. [19:07.61]They note that almost everyone [19:09.44]in a soap opera has a serious [19:11.37]emotional problem or is guilty of a crime. [19:15.19]And there are several crises [19:17.11]in every half-hour program. [19:19.57]Yet, soap opera fans do not care [19:22.25]what critics say. They love the programs [19:25.69]and watch them every day. [19:27.94]Such loyalty makes soap operas [19:29.82]very popular in the United States. [19:32.97]In fact, a few programs are so popular [19:35.84]that they have been produced [19:37.43]with the same actors for many years. [19:42.66]Questions 33 to 35 are based [19:45.91]on the passage you have just heard. [19:49.66]33. When was soap first produced [19:53.59]according to experts? [20:10.50]34. Why are the radio [20:13.39]and TV plays called “soap operas”? [20:31.83]35. Why are soap operas very popular [20:35.85]in the United States? [20:52.78]Section C [20:54.93]Directions: In this section, [20:57.86]you will hear a passage three times. [21:01.08]When the passage is read [21:02.91]for the first time, you should [21:04.85]listen carefully for its general idea. [21:08.36]When the passage is read [21:10.43]for the second time, [21:11.82]you are required to fill in the blanks [21:14.95]numbered from 36 to 43 [21:18.89]with the exact words you have just heard. [21:23.24]For blanks numbered [21:24.28]from 44 to 46 you are required [21:28.55]to fill in the missing information. [21:31.47]For these blanks, you can either use [21:34.75]the exact words you have just heard [21:37.65]or write down the main points [21:40.39]in your own words. Finally, [21:44.16]when the passage is read [21:45.75]for the third time, you should check [21:48.35]what you have written. [21:50.69]Now listen to the passage. [21:55.09]The automobile has many advantages. [21:58.37]Above all, it offers people freedom [22:00.92]to go wherever and whenever they want. [22:04.10]To most people, cars are also [22:06.24]personal fantasy machines [22:08.62]that serve as symbols of power, [22:10.91]success, speed, excitement, [22:13.38]and adventure. In addition, [22:15.53]much of the world’s economy [22:17.41]is built on producing vehicles [22:19.82]and supplying roads, services, [22:22.13]and repairs of vehicles. [22:24.44]Half of the world’s paychecks [22:26.00]are auto-related. [22:28.08]In spite of their advantages, [22:29.97]motor vehicles have many [22:31.91]harmful effects on human lives [22:34.22]and on air, water, land [22:36.23]and wildlife resources. [22:38.86]The automobile may be the most [22:40.94]destructive machine ever invented. [22:44.03]Though we tend to deny it, [22:45.77]riding in cars is one of [22:48.01]the most dangerous things [22:49.63]we do in our daily lives. [22:52.08]Every year, worldwide cars [22:54.76]and trucks kill an average of 250 000 people, [22:58.88]and they injure or permanently [23:00.91]disable 10 million more. [23:03.23]Half of the world’s people [23:05.04]will be involved in an auto accident [23:07.20]at sometime in their lives. [23:09.56]Motor vehicles are the largest sources [23:11.94]of air pollution, producing a haze of smog [23:15.47]over the world’s cities. [23:17.63]In the United States, [23:19.03]they produce at least 50% of [23:21.29]the country’s air pollution. [23:24.83]Now the passage will be read again. [23:28.65]The automobile has many advantages. [23:31.81]Above all, it offers people freedom [23:34.46]to go wherever and whenever they want. [23:37.36]To most people, cars are also [23:39.82]personal fantasy machines [23:42.25]that serve as symbols of power, [23:44.40]success, speed, excitement, [23:46.90]and adventure. In addition, [23:49.12]much of the world’s economy [23:51.02]is built on producing vehicles [23:53.35]and supplying roads, services, [23:55.65]and repairs of vehicles. [23:57.94]Half of the world’s paychecks [23:59.50]are auto-related. [24:01.23]In spite of their advantages, [24:03.46]motor vehicles have many [24:05.30]harmful effects on human lives [24:07.69]and on air, water, land [24:09.56]and wildlife resources. [24:12.44]The automobile may be the most [24:14.37]destructive machine ever invented. [24:17.45]Though we tend to deny it, [24:19.32]riding in cars is one of [24:21.50]the most dangerous things [24:23.23]we do in our daily lives. [25:15.69]Every year, worldwide cars [25:18.08]and trucks kill an average of 250 000 people, [25:22.31]and they injure or permanently [25:24.23]disable 10 million more. [25:26.56]Half of the world’s people [25:28.20]will be involved in an auto accident [25:30.48]at sometime in their lives. [26:22.77]Motor vehicles are the largest sources [26:24.64]of air pollution, producing a haze of smog [26:28.44]over the world’s cities. [26:30.51]In the United States, [26:32.05]they produce at least 50% of [26:34.41]the country’s air pollution. [27:26.61]Now the passage will be read for the third time. [27:30.90]The automobile has many advantages. [27:34.18]Above all, it offers people freedom [27:36.67]to go wherever and whenever they want. [27:39.88]To most people, cars are also [27:42.03]personal fantasy machines [27:44.32]that serve as symbols of power, [27:46.73]success, speed, excitement, [27:49.19]and adventure. In addition, [27:51.42]much of the world’s economy [27:53.33]is built on producing vehicles [27:55.64]and supplying roads, services, [27:57.90]and repairs of vehicles. [28:00.12]Half of the world’s paychecks [28:01.71]are auto-related. [28:03.85]In spite of their advantages, [28:05.87]motor vehicles have many [28:07.58]harmful effects on human lives [28:09.98]and on air, water, land [28:12.14]and wildlife resources. [28:14.63]The automobile may be the most [28:16.58]destructive machine ever invented. [28:19.55]Though we tend to deny it, [28:21.69]riding in cars is one of [28:23.83]the most dangerous things [28:25.40]we do in our daily lives. [28:28.11]Every year, worldwide cars [28:30.75]and trucks kill an average of 250 000 people, [28:34.99]and they injure or permanently [28:36.90]disable 10 million more. [28:39.44]Half of the world’s people [28:40.97]will be involved in an auto accident [28:43.22]at sometime in their lives. [28:45.32]Motor vehicles are the largest sources [28:47.68]of air pollution, producing a haze of smog [28:51.03]over the world’s cities. [28:53.63]In the United States, [28:55.09]they produce at least 50% of [28:57.23]the country’s air pollution. This is the end of listening comprehension.
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