大学英语四级考试听力突破 Model Test One

韩萱 2011-12-13 8190 阅读
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[00:14.38]考前抢分训练(一)
[00:18.92]Model Test One
[00:23.32]Section A
[00:25.73]Directions: In this section,
[00:29.69]you will hear 8 short conversations
[00:32.61]and 2 long conversations.
[00:36.41]At the end of each conversation,
[00:38.85]one or more questions will be asked
[00:41.14]about what was said.
[00:43.87]Both the conversation and the questions
[00:46.35]will be spoken only once.
[00:49.29]After each question there will be a pause.
[00:53.70]During the pause,
[00:55.25]you must read the four choices
[00:57.63]marked A), B), C) and D),
[01:02.15]and decide which is the best answer.
[01:05.67]Then mark the corresponding letter on Answer Sheet 2
[01:11.23]with a single line through the centre.
[01:15.30]Now let's begin with the eight short conversations.
[01:21.67]11. W: I feel awful. The headache is killing me.
[01:26.79]M: I think the clinic is open late tonight.
[01:30.31]Q: What does the man imply the woman should do?
[01:45.16]12. M: What do you think of your new English teacher, Lucy?
[01:50.15]W: Well,
[01:50.93]she is full of patience when you ask her a question,
[01:54.37]but when you are late for her class,
[01:56.70]you'd better look out.
[01:58.67]Q: What does the woman say about her teacher?
[02:17.69]13. M: Look, Lily,
[02:20.42]the contest is already a past tense.
[02:23.30]You should forget it
[02:24.35]and bounce back soon.
[02:26.49]W: It's easier said than done.
[02:28.54]Q: What can we learn from the conversation?
[02:47.28]14. M: I prefer to watch movies
[02:51.18]rather than go to the party.
[02:53.29]What's your opinion?
[02:54.79]W: I couldn't agree more.
[02:57.07]Q: What are the speakers going to do?
[03:15.29]15. W: You have the access to
[03:19.08]only four books each time,
[03:20.55]sir.
[03:21.53]M: OK. I'll return them on time.
[03:24.22]Well, can I renew them?
[03:26.43]Q: Where did this conversation probably take place?
[03:45.99]16. W: It's 9 o'clock.
[03:49.16]You should have already been at work.
[03:51.85]M: Don't worry.
[03:52.93]I was not fired;
[03:54.57]I just changed my shift.
[03:56.99]Q: Why didn't the man go to work?
[04:14.73]17. W: We should hurry up.
[04:17.50]Otherwise, we may be late for the opening.
[04:20.42]M: Take it easy. It's just 6:30.
[04:23.26]I think we can make it within 30 minutes.
[04:26.85]Q: When will the opening start?
[04:44.93]18. W: Does this ice cream really
[04:48.46]taste as good as people say?
[04:50.67]M: It used to be more popular among the young guys.
[04:54.79]Q: How's the ice cream?
[05:12.12]Now you will hear the two long conversations.
[05:16.99]Conversation One
[05:19.05]M: Let's go get a coke.
[05:20.96]I gotta have some caffeine.
[05:23.57]W: How many cokes have you had today?
[05:26.11]M: This is the third one.
[05:27.61]I have 3 or 4 cokes every day.
[05:30.27]I'm a coke-addict.
[05:32.55]W: You should really try to cut it down.
[05:35.11]M: Why? I love it. OK. I admit it.
[05:38.98]I'm hooked on caffeine.
[05:40.53]And to some extent,
[05:41.85]I cannot go without it.
[05:44.12]W: It's not just the caffeine,
[05:45.67]but the amount of sugar that's in soft drinks.
[05:48.73]All that sugar and caffeine can't be good for you.
[05:52.08]If you want to keep fit,
[05:53.37]I think diet should be the first thing
[05:55.40]you have to consider.
[05:57.06]M: Oh, I know it.
[05:58.06]But I just can't stop that.
[06:00.29]I've had this caffeine habit for years.
[06:03.37]W: Have you ever tried to cut it down?
[06:05.79]M: Actually I have.
[06:07.23]If I go a day without a coke,
[06:09.20]my body gets uncomfortable
[06:10.97]and I feel tense.
[06:13.13]W: It sounds like
[06:13.61]you've got a real problem.
[06:15.28]But you're not alone.
[06:16.85]Have you ever gone to a doctor
[06:18.88]or tried to get some help?
[06:20.81]M: I never have.
[06:22.25]I've thought about that,
[06:23.73]but I just do not have the time.
[06:26.43]W: What are you doing after work?
[06:28.79]I'll take you to a place
[06:30.15]where you can get help.
[06:31.69]M: You seem to know a lot about
[06:33.48]coke-addictive habits.
[06:35.26]W: I do—
[06:36.07]because I used to drink 5 cokes a day myself!
[06:39.37]M: Hey, I appreciate you helping me.
[06:41.90]I really do.
[06:43.03]W: No problem.
[06:44.00]That's what friends are for.
[06:46.12]Questions 19 to 22 are based on the conversation
[06:49.94]you have just heard.
[06:52.16]19. How many cokes has the man already had
[06:56.96]when the conversation happens?
[07:15.33]20. According to the woman,
[07:17.82]what can be harmful to people in cokes?
[07:36.54]21. What can we learn from the conversation?
[07:57.16]22. Why is the woman familiar with the man's problem?
[08:17.63]Conversation Two
[08:19.60]M: Morning, Madam.
[08:20.58]How are you?
[08:21.87]W: Hi, Gary, I'm fine.
[08:23.36]what's up?
[08:24.38]M: I'd like to talk to you about my vacation.
[08:27.07]You know I haven't had a holiday
[08:29.21]for quite a long time.
[08:31.31]W: OK, this time you're lucky, Gary.
[08:33.57]I'm just going to draw up the holiday rotation
[08:36.41]this year.
[08:37.35]So, go ahead and tell me what you want.
[08:40.10]M: Well, I'm planning to have three weeks' leave
[08:42.72]in January
[08:43.73]and I want to use my vacation days for this year.
[08:47.68]W: Going abroad, I suppose?
[08:49.19]M: Yes, I want to go to see my parents in China.
[08:52.59]W: Good idea.
[08:54.07]But it's so coincident
[08:55.68]that Donald wants to get away in January, too.
[08:59.05]And you can't be away at the same time as Donald.
[09:03.20]M: Why can't we both go when we want?
[09:05.44]W: Because there must be someone to
[09:07.54]keep the work going.
[09:10.86]M: I see.
[09:11.90]So when I'm away,
[09:13.39]Donald has to stand in for me.
[09:15.79]W: Yes, and vice versa.
[09:17.79]M: Well. You know,
[09:18.91]I have a good reason for choosing January.
[09:21.80]W: What's that?
[09:23.06]M: Because we celebrate the Spring Festival
[09:25.80]in January this year,
[09:27.61]and it's our tradition to have a family reunion then.
[09:31.30]W: All right.
[09:32.56]I'll do my best to meet your request.
[09:34.99]M: You are so kind, Madam.
[09:36.99]Thank you very much.
[09:38.83]W: Not at all.
[09:42.73]Questions 23 to 25 are based on the conversation
[09:46.89]you have just heard.
[09:50.77]23. How long is Gary's vacation?
[10:10.71]24. How about the man's work
[10:14.45]when he's on holiday?
[10:31.94]25. Why does the man choose January for his holiday?
[10:53.63]Section B
[10:54.91]Directions: In this section,
[10:58.49]you will hear 3 short passages,
[11:01.87]at the end of each passage,
[11:04.13]you will hear some questions.
[11:06.44]Both the passage and the questions
[11:08.95]will be spoken only once.
[11:12.18]After you hear a question,
[11:14.90]you must choose the best answer
[11:17.03]from the four choices marked A), B), C) and D).
[11:21.92]Then mark the corresponding letter on Answer Sheet 2
[11:25.95]with a single line through the centre.
[11:29.66]Passage One
[11:31.44]Passion fruit is the edible fruit of the passion flower(西番莲).
[11:35.74]Spanish explorers coined the name passion fruit
[11:38.82]in honor of the passion of Christ.
[11:41.29]For them,
[11:42.01]the appearance of the passion flower
[11:43.86]symbolized many Christian beliefs.
[11:46.77]It's also called parcha, markisa and konyal.
[11:51.05]Passion fruit grows on a vine
[11:53.21]in its native tropical and subtropical regions.
[11:56.97]Commercially,
[11:57.68]it's grown in Brazil, the Caribbean, Australia,
[12:00.44]Africa and some areas of the southern United States.
[12:04.88]Because of its beautiful flower
[12:06.58]and the high demand for the fruit,
[12:08.38]passion fruit is successfully cultivated
[12:10.87]in native as well as non-native areas.
[12:13.98]There are two types of passion fruit:
[12:16.08]purple passion fruit and yellow passion fruit.
[12:19.50]They are different in appearance
[12:20.98]but taste the same.
[12:22.87]The former one is about the size of a large egg,
[12:26.25]oval shaped with a purple-brown skin.
[12:29.35]The latter one is a bit larger,
[12:31.44]round and about the size of an orange.
[12:34.21]This type is bright yellow on the outside.
[12:36.93]Both contain a jelly-like pulp inside
[12:39.71]with hundreds of small black seeds.
[12:42.44]Passion fruit is popular in gourmet cooking.
[12:45.54]It is used in many desserts,
[12:47.25]such as passion fruit-mango mousse
[12:49.61]and passion fruit brulee.
[12:52.14]Some jams are made of passion fruit.
[12:55.31]Passion fruit is also used in main dishes,
[12:58.78]such as lobster with passion fruit butter sauce.
[13:01.93]Juice, punch, liqueurs and cocktails
[13:04.88]have a tropical flair when made with it.
[13:09.17]Questions 26 to 28 are based on the passage
[13:13.33]you have just heard.
[13:16.95]26. According to the passage,
[13:20.87]why do people call the fruit passion fruit?
[13:39.51]27. Which of the following is NOT the
[13:43.65]growth place of passion fruit?
[14:01.15]28. Which of the following is the
[14:04.81]characteristic of the yellow passion fruit?
[14:23.21]Passage Two
[14:24.87]A common challenge for many teachers is
[14:27.96]keeping their students focused in class.
[14:31.05]After all, many children can become distracted,
[14:34.54]bored or confused in a classroom setting,
[14:38.12]or abandon their concentration on a lesson plan.
[14:42.12]There are various ways
[14:43.71]teachers can encourage their students to stay focused
[14:47.38]and make learning more interesting.
[14:50.03]Based on a lack of student focus,
[14:52.07]teachers are sometimes given the impression
[14:54.37]that their lesson plan is not motivating
[14:56.99]or interesting to their students.
[14:59.19]However, the problem might simply be
[15:02.00]that the students need change and movement.
[15:05.03]It often helps for teachers to
[15:06.86]alternate quiet activities in class
[15:09.65]with more active and exciting lessons.
[15:12.83]Something as simple as
[15:13.91]changing the pace of your lessons and activities
[15:17.01]can make all the difference
[15:18.67]in helping your students stay focused,
[15:21.25]and ultimately enjoy the lesson
[15:23.28]you've prepared for them.
[15:25.15]Children tend to remain more focused
[15:27.33]when interactive teaching tools are involved.
[15:30.73]For instance,
[15:31.49]an interactive whiteboard in the classroom
[15:34.00]can help children feel included,
[15:36.56]and thus stay more focused.
[15:38.73]What's more,
[15:39.93]it's an effective teaching tool,
[15:42.47]helping instructors enhance lesson plans
[15:45.03]and students learn.
[15:46.62]So remember,
[15:47.89]the slightest change in
[15:49.67]how you deliver your lesson plans can
[15:51.93]make a world of difference
[15:53.44]when it comes to keeping your students focused.
[15:56.67]Above all,to reach the best effect in class,
[16:00.28]the first thing for teachers is
[16:02.17]to know your students' ability to maintain attention—
[16:05.80]for instance, based on their age group—
[16:08.24]and enhance your lessons accordingly
[16:10.56]for optimal focus and fun in the classroom.
[16:16.14]Questions 29 to 31 are based on the passage
[16:19.53]you have just heard.
[16:22.71]29. What should teachers do to
[16:26.48]make students enjoy the class?
[16:43.83]30. According to the passage,
[16:47.38]what is the function of the whiteboard
[16:49.71]in the class?
[17:06.21]31. To reach the best effect in class,
[17:10.53]what should teachers know first?
[17:28.23]Passage Three
[17:30.13]American author, Stephenie Meyer
[17:32.14]who is known for her popular book Twilight,
[17:35.42]which is about vampire saga(吸血鬼传奇),
[17:38.01]made an appearance in the Oprah Winfrey Show
[17:40.39]on Friday evening.
[17:42.33]The 35 year old author shot to fame
[17:45.37]when her Twilight novels become immensely popular
[17:48.57]among readers
[17:49.57]and due to which,
[17:50.77]the novels were adapted in film versions later.
[17:54.46]The novels were translated into 37 different languages.
[17:58.55]Twilight also received a number of awards
[18:01.36]and Meyer becomes the best-selling author of the year 2008
[18:05.79]after the book sold more than 70 million copies.
[18:09.60]The author's life changed dramatically on June 2, 2003.
[18:14.71]The stay-at-home mother of three young sons
[18:17.41]woke up from a dream featuring seemingly real characters
[18:21.49]that she could not get out of her mind.
[18:24.12]"Though I had a million things to do,
[18:26.32]I stayed in bed, thinking about the dream.
[18:29.50]Unwillingly,
[18:30.63]I eventually got up
[18:32.17]and did the immediate necessities,
[18:34.16]and then put everything
[18:35.31]that I possibly could on the back burner
[18:37.64]and sat down at the computer to write-
[18:40.40]something I hadn't done so long
[18:42.77]that I wondered why I was bothering.
[18:45.38]" Meyer invented the plot during the day
[18:48.17]through swim lessons and potty training,
[18:50.73]and wrote it out late at night
[18:52.62]when the house was quiet.
[18:54.51]Three months later,
[18:55.35]she finished her first novel, Twilight.
[18:58.00]With encouragement from her older sister,
[19:00.31]Meyer submitted her manuscript to
[19:02.24]various literary agencies.
[19:05.12]Unexpectedly
[19:06.23]Twilight was picked out
[19:07.41]and became the best-seller.
[19:11.18]Questions 32 to 35 are based on the passage
[19:15.67]you have just heard.
[19:19.49]32. How many languages were the author's books
[19:24.38]translated into?
[19:41.22]33. What did the author in this passage do
[19:45.85]before she became famous?
[20:03.06]34. What can we learn from the passage?
[20:23.06]35. Who gave Meyer great encouragement?
[20:42.87]Section C
[20:44.57]Directions: In this section,
[20:47.50]you will hear a passage three times.
[20:51.15]When the passage is read for the first time,
[20:54.17]you should listen carefully for its general idea.
[20:58.04]When the passage is read for the second time,
[21:01.50]you are required to fill in the blanks
[21:04.64]numbered from 36 to 43 with the exact words
[21:09.92]you have just heard.
[21:12.22]For blanks numbered from 44 to 46
[21:16.90]you are required to fill in the missing information.
[21:21.43]For these blanks,
[21:23.23]you can either use the exact words
[21:25.73]you have just heard
[21:27.44]or write down the main points
[21:29.69]in your own words.
[21:32.31]Finally,
[21:33.74]when the passage is read for the third time,
[21:36.85]you should check what you have written.
[21:40.43]Now listen to the passage.
[21:44.05]Coffee culture is a media term used to
[21:47.11]describe a social atmosphere
[21:49.14]that depends heavily upon coffee,
[21:51.87]espresso(浓咖啡)in particular,
[21:53.41]to act as a social lubricant(润滑剂).
[21:56.04]The term also refers to the diffusion
[21:58.41]and adoption of coffee
[22:00.08]as a widely consumed stimulant by a culture.
[22:03.90]The formation of culture
[22:05.62]around coffee and coffeehouses
[22:07.94]dates back to the 16th century in Turkey.
[22:11.66]Coffeehouses were traditionally social hubs,
[22:14.65]as well as artistic and intellectual centers.
[22:19.05]For example, Les Deux Magots in Paris,
[22:22.14]now a popular tourist attraction,
[22:25.07]was once associated with
[22:26.37]the intellectuals Jean Paul Sartre
[22:28.58]and Simone de Beauvoir.
[22:30.94]Coffeehouses in London
[22:32.48]became popular meeting places for artists
[22:35.07]and socialites in 18th Century.
[22:38.77]Trademarks of today's coffeehouses
[22:40.91]with slower paced gourmet service,
[22:43.43]tasteful environments,
[22:44.73]and social outlets have their origins
[22:47.15]in early coffeehouses
[22:49.03]and help to form the concept of coffee culture.
[22:51.95]The term is frequently used to
[22:53.90]designate the presence of hundreds of
[22:56.08]espresso stands and coffee shops
[22:58.59]in the Seattle metropolitan area.
[23:01.51]In these places,
[23:02.79]there are a lot of franchises of businesses
[23:05.73]such as Starbucks and their clones
[23:08.20]across the United States and much of the world.
[23:11.54]Additionally,
[23:12.37]the term is found frequently in print media to
[23:15.21]describe the deep impact of the
[23:17.14]market penetration of coffeehouses.
[23:19.47]It is not unusual to see several espresso shops
[23:22.40]and stands within walking distance of each other
[23:25.47]or on opposite corners of the same intersection,
[23:29.06]typically with customers overflowing into parking lots.
[23:32.64]Other aspects of coffee culture
[23:34.47]include the presence of free wireless Internet access
[23:38.06]for customers.
[23:39.33]Many of the customers do business
[23:41.39]in these locations for hours on a regular basis.
[23:47.15]Now the passage will be read again.
[23:50.98]Coffee culture is a media term used to
[23:54.16]describe a social atmosphere
[23:55.83]that depends heavily upon coffee,
[23:58.86]espresso(浓咖啡)in particular,
[24:00.24]to act as a social lubricant(润滑剂).
[24:02.92]The term also refers to the diffusion
[24:05.29]and adoption of coffee
[24:06.95]as a widely consumed stimulant by a culture.
[24:10.86]The formation of culture
[24:12.50]around coffee and coffeehouses
[24:14.91]dates back to 16th century in Turkey.
[24:18.62]Coffeehouses were traditionally social hubs,
[24:21.64]as well as artistic and intellectual centers.
[24:25.73]For example, Les Deux Magots in Paris,
[24:29.13]now a popular tourist attraction,
[24:32.03]was once associated with
[24:33.39]the intellectuals Jean Paul Sartre
[24:35.76]and Simone de Beauvoir.
[24:37.60]Coffeehouses in London
[24:39.38]became popular meeting places for artists
[24:42.07]and socialites in 18th Century.
[24:45.12]Trademarks of today's coffeehouses
[24:47.75]with slower paced gourmet service,
[24:50.31]tasteful environments,
[24:51.57]and social outlets have their origins
[24:53.93]in early coffeehouses
[24:55.81]and help to form the concept of coffee culture.
[24:58.94]The term is frequently used to
[25:00.86]designate the presence of hundreds of
[25:02.98]espresso stands and coffee shops
[25:05.51]in the Seattle metropolitan area.
[25:58.26]In these places,
[25:59.19]there are a lot of franchises of businesses
[26:02.16]such as Starbucks and their clones
[26:04.64]across the United States and much of the world.
[26:07.99]Additionally,
[26:08.86]the term is found frequently in print media to
[26:11.66]describe the deep impact of the
[26:13.59]market penetration of coffeehouses.
[27:05.81]It is not unusual to see several espresso shops
[27:08.67]and stands within walking distance of each other
[27:11.66]or on opposite corners of the same intersection,
[27:15.32]typically with customers overflowing into parking lots.
[27:18.84]Other aspects of coffee culture
[27:20.82]include the presence of free wireless Internet access
[27:24.39]for customers.
[28:15.60]Many of the customers do business
[28:17.62]in these locations for hours on a regular basis.
[28:22.83]Now the passage will be read for the third time.
[28:27.69]Coffee culture is a media term used to
[28:30.79]describe a social atmosphere
[28:32.62]that depends heavily upon coffee,
[28:35.23]espresso(浓咖啡)in particular,
[28:36.90]to act as a social lubricant(润滑剂).
[28:39.67]The term also refers to the diffusion
[28:41.91]and adoption of coffee
[28:43.53]as a widely consumed stimulant by a culture.
[28:47.42]The formation of culture
[28:49.18]around coffee and coffeehouses
[28:51.45]dates back to 16th century in Turkey.
[28:55.18]Coffeehouses were traditionally social hubs,
[28:58.22]as well as artistic and intellectual centers.
[29:02.68]For example, Les Deux Magots in Paris,
[29:05.72]now a popular tourist attraction,
[29:08.57]was once associated with
[29:09.95]the intellectuals Jean Paul Sartre
[29:12.38]and Simone de Beauvoir.
[29:14.22]Coffeehouses in London
[29:15.89]became popular meeting places for artists
[29:18.69]and socialites in 18th Century.
[29:22.53]Trademarks of today's coffeehouses
[29:24.44]with slower paced gourmet service,
[29:27.17]tasteful environments,
[29:28.32]and social outlets have their origins
[29:30.76]in early coffeehouses
[29:32.64]and help to form the concept of coffee culture.
[29:35.87]The term is frequently used to
[29:37.71]designate the presence of hundreds of
[29:39.73]espresso stands and coffee shops
[29:42.25]in the Seattle metropolitan area.
[29:45.43]In these places,
[29:46.56]there are a lot of franchises of businesses
[29:49.42]such as Starbucks and their clones
[29:51.90]across the United States and much of the world.
[29:55.29]Additionally,
[29:56.13]the term is found frequently in print media to
[29:58.91]describe the deep impact of the
[30:00.85]market penetration of coffeehouses.
[30:03.04]It is not unusual to see several espresso shops
[30:06.13]and stands within walking distance of each other
[30:09.18]or on opposite corners of the same intersection,
[30:12.71]typically with customers overflowing into parking lots.
[30:16.37]Other aspects of coffee culture
[30:18.16]include the presence of free wireless Internet access
[30:21.81]for customers.
[30:23.09]Many of the customers do business
[30:25.33]in these locations for hours on a regular basis.
[30:30.51]This is the end of listening comprehension.
[00:14.38]考前抢分训练(一) [00:18.92]Model Test One [00:23.32]Section A [00:25.73]Directions: In this section, [00:29.69]you will hear 8 short conversations [00:32.61]and 2 long conversations. [00:36.41]At the end of each conversation, [00:38.85]one or more questions will be asked [00:41.14]about what was said. [00:43.87]Both the conversation and the questions [00:46.35]will be spoken only once. [00:49.29]After each question there will be a pause. [00:53.70]During the pause, [00:55.25]you must read the four choices [00:57.63]marked A), B), C) and D), [01:02.15]and decide which is the best answer. [01:05.67]Then mark the corresponding letter on Answer Sheet 2 [01:11.23]with a single line through the centre. [01:15.30]Now let's begin with the eight short conversations. [01:21.67]11. W: I feel awful. The headache is killing me. [01:26.79]M: I think the clinic is open late tonight. [01:30.31]Q: What does the man imply the woman should do? [01:45.16]12. M: What do you think of your new English teacher, Lucy? [01:50.15]W: Well, [01:50.93]she is full of patience when you ask her a question, [01:54.37]but when you are late for her class, [01:56.70]you'd better look out. [01:58.67]Q: What does the woman say about her teacher? [02:17.69]13. M: Look, Lily, [02:20.42]the contest is already a past tense. [02:23.30]You should forget it [02:24.35]and bounce back soon. [02:26.49]W: It's easier said than done. [02:28.54]Q: What can we learn from the conversation? [02:47.28]14. M: I prefer to watch movies [02:51.18]rather than go to the party. [02:53.29]What's your opinion? [02:54.79]W: I couldn't agree more. [02:57.07]Q: What are the speakers going to do? [03:15.29]15. W: You have the access to [03:19.08]only four books each time, [03:20.55]sir. [03:21.53]M: OK. I'll return them on time. [03:24.22]Well, can I renew them? [03:26.43]Q: Where did this conversation probably take place? [03:45.99]16. W: It's 9 o'clock. [03:49.16]You should have already been at work. [03:51.85]M: Don't worry. [03:52.93]I was not fired; [03:54.57]I just changed my shift. [03:56.99]Q: Why didn't the man go to work? [04:14.73]17. W: We should hurry up. [04:17.50]Otherwise, we may be late for the opening. [04:20.42]M: Take it easy. It's just 6:30. [04:23.26]I think we can make it within 30 minutes. [04:26.85]Q: When will the opening start? [04:44.93]18. W: Does this ice cream really [04:48.46]taste as good as people say? [04:50.67]M: It used to be more popular among the young guys. [04:54.79]Q: How's the ice cream? [05:12.12]Now you will hear the two long conversations. [05:16.99]Conversation One [05:19.05]M: Let's go get a coke. [05:20.96]I gotta have some caffeine. [05:23.57]W: How many cokes have you had today? [05:26.11]M: This is the third one. [05:27.61]I have 3 or 4 cokes every day. [05:30.27]I'm a coke-addict. [05:32.55]W: You should really try to cut it down. [05:35.11]M: Why? I love it. OK. I admit it. [05:38.98]I'm hooked on caffeine. [05:40.53]And to some extent, [05:41.85]I cannot go without it. [05:44.12]W: It's not just the caffeine, [05:45.67]but the amount of sugar that's in soft drinks. [05:48.73]All that sugar and caffeine can't be good for you. [05:52.08]If you want to keep fit, [05:53.37]I think diet should be the first thing [05:55.40]you have to consider. [05:57.06]M: Oh, I know it. [05:58.06]But I just can't stop that. [06:00.29]I've had this caffeine habit for years. [06:03.37]W: Have you ever tried to cut it down? [06:05.79]M: Actually I have. [06:07.23]If I go a day without a coke, [06:09.20]my body gets uncomfortable [06:10.97]and I feel tense. [06:13.13]W: It sounds like [06:13.61]you've got a real problem. [06:15.28]But you're not alone. [06:16.85]Have you ever gone to a doctor [06:18.88]or tried to get some help? [06:20.81]M: I never have. [06:22.25]I've thought about that, [06:23.73]but I just do not have the time. [06:26.43]W: What are you doing after work? [06:28.79]I'll take you to a place [06:30.15]where you can get help. [06:31.69]M: You seem to know a lot about [06:33.48]coke-addictive habits. [06:35.26]W: I do— [06:36.07]because I used to drink 5 cokes a day myself! [06:39.37]M: Hey, I appreciate you helping me. [06:41.90]I really do. [06:43.03]W: No problem. [06:44.00]That's what friends are for. [06:46.12]Questions 19 to 22 are based on the conversation [06:49.94]you have just heard. [06:52.16]19. How many cokes has the man already had [06:56.96]when the conversation happens? [07:15.33]20. According to the woman, [07:17.82]what can be harmful to people in cokes? [07:36.54]21. What can we learn from the conversation? [07:57.16]22. Why is the woman familiar with the man's problem? [08:17.63]Conversation Two [08:19.60]M: Morning, Madam. [08:20.58]How are you? [08:21.87]W: Hi, Gary, I'm fine. [08:23.36]what's up? [08:24.38]M: I'd like to talk to you about my vacation. [08:27.07]You know I haven't had a holiday [08:29.21]for quite a long time. [08:31.31]W: OK, this time you're lucky, Gary. [08:33.57]I'm just going to draw up the holiday rotation [08:36.41]this year. [08:37.35]So, go ahead and tell me what you want. [08:40.10]M: Well, I'm planning to have three weeks' leave [08:42.72]in January [08:43.73]and I want to use my vacation days for this year. [08:47.68]W: Going abroad, I suppose? [08:49.19]M: Yes, I want to go to see my parents in China. [08:52.59]W: Good idea. [08:54.07]But it's so coincident [08:55.68]that Donald wants to get away in January, too. [08:59.05]And you can't be away at the same time as Donald. [09:03.20]M: Why can't we both go when we want? [09:05.44]W: Because there must be someone to [09:07.54]keep the work going. [09:10.86]M: I see. [09:11.90]So when I'm away, [09:13.39]Donald has to stand in for me. [09:15.79]W: Yes, and vice versa. [09:17.79]M: Well. You know, [09:18.91]I have a good reason for choosing January. [09:21.80]W: What's that? [09:23.06]M: Because we celebrate the Spring Festival [09:25.80]in January this year, [09:27.61]and it's our tradition to have a family reunion then. [09:31.30]W: All right. [09:32.56]I'll do my best to meet your request. [09:34.99]M: You are so kind, Madam. [09:36.99]Thank you very much. [09:38.83]W: Not at all. [09:42.73]Questions 23 to 25 are based on the conversation [09:46.89]you have just heard. [09:50.77]23. How long is Gary's vacation? [10:10.71]24. How about the man's work [10:14.45]when he's on holiday? [10:31.94]25. Why does the man choose January for his holiday? [10:53.63]Section B [10:54.91]Directions: In this section, [10:58.49]you will hear 3 short passages, [11:01.87]at the end of each passage, [11:04.13]you will hear some questions. [11:06.44]Both the passage and the questions [11:08.95]will be spoken only once. [11:12.18]After you hear a question, [11:14.90]you must choose the best answer [11:17.03]from the four choices marked A), B), C) and D). [11:21.92]Then mark the corresponding letter on Answer Sheet 2 [11:25.95]with a single line through the centre. [11:29.66]Passage One [11:31.44]Passion fruit is the edible fruit of the passion flower(西番莲). [11:35.74]Spanish explorers coined the name passion fruit [11:38.82]in honor of the passion of Christ. [11:41.29]For them, [11:42.01]the appearance of the passion flower [11:43.86]symbolized many Christian beliefs. [11:46.77]It's also called parcha, markisa and konyal. [11:51.05]Passion fruit grows on a vine [11:53.21]in its native tropical and subtropical regions. [11:56.97]Commercially, [11:57.68]it's grown in Brazil, the Caribbean, Australia, [12:00.44]Africa and some areas of the southern United States. [12:04.88]Because of its beautiful flower [12:06.58]and the high demand for the fruit, [12:08.38]passion fruit is successfully cultivated [12:10.87]in native as well as non-native areas. [12:13.98]There are two types of passion fruit: [12:16.08]purple passion fruit and yellow passion fruit. [12:19.50]They are different in appearance [12:20.98]but taste the same. [12:22.87]The former one is about the size of a large egg, [12:26.25]oval shaped with a purple-brown skin. [12:29.35]The latter one is a bit larger, [12:31.44]round and about the size of an orange. [12:34.21]This type is bright yellow on the outside. [12:36.93]Both contain a jelly-like pulp inside [12:39.71]with hundreds of small black seeds. [12:42.44]Passion fruit is popular in gourmet cooking. [12:45.54]It is used in many desserts, [12:47.25]such as passion fruit-mango mousse [12:49.61]and passion fruit brulee. [12:52.14]Some jams are made of passion fruit. [12:55.31]Passion fruit is also used in main dishes, [12:58.78]such as lobster with passion fruit butter sauce. [13:01.93]Juice, punch, liqueurs and cocktails [13:04.88]have a tropical flair when made with it. [13:09.17]Questions 26 to 28 are based on the passage [13:13.33]you have just heard. [13:16.95]26. According to the passage, [13:20.87]why do people call the fruit passion fruit? [13:39.51]27. Which of the following is NOT the [13:43.65]growth place of passion fruit? [14:01.15]28. Which of the following is the [14:04.81]characteristic of the yellow passion fruit? [14:23.21]Passage Two [14:24.87]A common challenge for many teachers is [14:27.96]keeping their students focused in class. [14:31.05]After all, many children can become distracted, [14:34.54]bored or confused in a classroom setting, [14:38.12]or abandon their concentration on a lesson plan. [14:42.12]There are various ways [14:43.71]teachers can encourage their students to stay focused [14:47.38]and make learning more interesting. [14:50.03]Based on a lack of student focus, [14:52.07]teachers are sometimes given the impression [14:54.37]that their lesson plan is not motivating [14:56.99]or interesting to their students. [14:59.19]However, the problem might simply be [15:02.00]that the students need change and movement. [15:05.03]It often helps for teachers to [15:06.86]alternate quiet activities in class [15:09.65]with more active and exciting lessons. [15:12.83]Something as simple as [15:13.91]changing the pace of your lessons and activities [15:17.01]can make all the difference [15:18.67]in helping your students stay focused, [15:21.25]and ultimately enjoy the lesson [15:23.28]you've prepared for them. [15:25.15]Children tend to remain more focused [15:27.33]when interactive teaching tools are involved. [15:30.73]For instance, [15:31.49]an interactive whiteboard in the classroom [15:34.00]can help children feel included, [15:36.56]and thus stay more focused. [15:38.73]What's more, [15:39.93]it's an effective teaching tool, [15:42.47]helping instructors enhance lesson plans [15:45.03]and students learn. [15:46.62]So remember, [15:47.89]the slightest change in [15:49.67]how you deliver your lesson plans can [15:51.93]make a world of difference [15:53.44]when it comes to keeping your students focused. [15:56.67]Above all,to reach the best effect in class, [16:00.28]the first thing for teachers is [16:02.17]to know your students' ability to maintain attention— [16:05.80]for instance, based on their age group— [16:08.24]and enhance your lessons accordingly [16:10.56]for optimal focus and fun in the classroom. [16:16.14]Questions 29 to 31 are based on the passage [16:19.53]you have just heard. [16:22.71]29. What should teachers do to [16:26.48]make students enjoy the class? [16:43.83]30. According to the passage, [16:47.38]what is the function of the whiteboard [16:49.71]in the class? [17:06.21]31. To reach the best effect in class, [17:10.53]what should teachers know first? [17:28.23]Passage Three [17:30.13]American author, Stephenie Meyer [17:32.14]who is known for her popular book Twilight, [17:35.42]which is about vampire saga(吸血鬼传奇), [17:38.01]made an appearance in the Oprah Winfrey Show [17:40.39]on Friday evening. [17:42.33]The 35 year old author shot to fame [17:45.37]when her Twilight novels become immensely popular [17:48.57]among readers [17:49.57]and due to which, [17:50.77]the novels were adapted in film versions later. [17:54.46]The novels were translated into 37 different languages. [17:58.55]Twilight also received a number of awards [18:01.36]and Meyer becomes the best-selling author of the year 2008 [18:05.79]after the book sold more than 70 million copies. [18:09.60]The author's life changed dramatically on June 2, 2003. [18:14.71]The stay-at-home mother of three young sons [18:17.41]woke up from a dream featuring seemingly real characters [18:21.49]that she could not get out of her mind. [18:24.12]"Though I had a million things to do, [18:26.32]I stayed in bed, thinking about the dream. [18:29.50]Unwillingly, [18:30.63]I eventually got up [18:32.17]and did the immediate necessities, [18:34.16]and then put everything [18:35.31]that I possibly could on the back burner [18:37.64]and sat down at the computer to write- [18:40.40]something I hadn't done so long [18:42.77]that I wondered why I was bothering. [18:45.38]" Meyer invented the plot during the day [18:48.17]through swim lessons and potty training, [18:50.73]and wrote it out late at night [18:52.62]when the house was quiet. [18:54.51]Three months later, [18:55.35]she finished her first novel, Twilight. [18:58.00]With encouragement from her older sister, [19:00.31]Meyer submitted her manuscript to [19:02.24]various literary agencies. [19:05.12]Unexpectedly [19:06.23]Twilight was picked out [19:07.41]and became the best-seller. [19:11.18]Questions 32 to 35 are based on the passage [19:15.67]you have just heard. [19:19.49]32. How many languages were the author's books [19:24.38]translated into? [19:41.22]33. What did the author in this passage do [19:45.85]before she became famous? [20:03.06]34. What can we learn from the passage? [20:23.06]35. Who gave Meyer great encouragement? [20:42.87]Section C [20:44.57]Directions: In this section, [20:47.50]you will hear a passage three times. [20:51.15]When the passage is read for the first time, [20:54.17]you should listen carefully for its general idea. [20:58.04]When the passage is read for the second time, [21:01.50]you are required to fill in the blanks [21:04.64]numbered from 36 to 43 with the exact words [21:09.92]you have just heard. [21:12.22]For blanks numbered from 44 to 46 [21:16.90]you are required to fill in the missing information. [21:21.43]For these blanks, [21:23.23]you can either use the exact words [21:25.73]you have just heard [21:27.44]or write down the main points [21:29.69]in your own words. [21:32.31]Finally, [21:33.74]when the passage is read for the third time, [21:36.85]you should check what you have written. [21:40.43]Now listen to the passage. [21:44.05]Coffee culture is a media term used to [21:47.11]describe a social atmosphere [21:49.14]that depends heavily upon coffee, [21:51.87]espresso(浓咖啡)in particular, [21:53.41]to act as a social lubricant(润滑剂). [21:56.04]The term also refers to the diffusion [21:58.41]and adoption of coffee [22:00.08]as a widely consumed stimulant by a culture. [22:03.90]The formation of culture [22:05.62]around coffee and coffeehouses [22:07.94]dates back to the 16th century in Turkey. [22:11.66]Coffeehouses were traditionally social hubs, [22:14.65]as well as artistic and intellectual centers. [22:19.05]For example, Les Deux Magots in Paris, [22:22.14]now a popular tourist attraction, [22:25.07]was once associated with [22:26.37]the intellectuals Jean Paul Sartre [22:28.58]and Simone de Beauvoir. [22:30.94]Coffeehouses in London [22:32.48]became popular meeting places for artists [22:35.07]and socialites in 18th Century. [22:38.77]Trademarks of today's coffeehouses [22:40.91]with slower paced gourmet service, [22:43.43]tasteful environments, [22:44.73]and social outlets have their origins [22:47.15]in early coffeehouses [22:49.03]and help to form the concept of coffee culture. [22:51.95]The term is frequently used to [22:53.90]designate the presence of hundreds of [22:56.08]espresso stands and coffee shops [22:58.59]in the Seattle metropolitan area. [23:01.51]In these places, [23:02.79]there are a lot of franchises of businesses [23:05.73]such as Starbucks and their clones [23:08.20]across the United States and much of the world. [23:11.54]Additionally, [23:12.37]the term is found frequently in print media to [23:15.21]describe the deep impact of the [23:17.14]market penetration of coffeehouses. [23:19.47]It is not unusual to see several espresso shops [23:22.40]and stands within walking distance of each other [23:25.47]or on opposite corners of the same intersection, [23:29.06]typically with customers overflowing into parking lots. [23:32.64]Other aspects of coffee culture [23:34.47]include the presence of free wireless Internet access [23:38.06]for customers. [23:39.33]Many of the customers do business [23:41.39]in these locations for hours on a regular basis. [23:47.15]Now the passage will be read again. [23:50.98]Coffee culture is a media term used to [23:54.16]describe a social atmosphere [23:55.83]that depends heavily upon coffee, [23:58.86]espresso(浓咖啡)in particular, [24:00.24]to act as a social lubricant(润滑剂). [24:02.92]The term also refers to the diffusion [24:05.29]and adoption of coffee [24:06.95]as a widely consumed stimulant by a culture. [24:10.86]The formation of culture [24:12.50]around coffee and coffeehouses [24:14.91]dates back to 16th century in Turkey. [24:18.62]Coffeehouses were traditionally social hubs, [24:21.64]as well as artistic and intellectual centers. [24:25.73]For example, Les Deux Magots in Paris, [24:29.13]now a popular tourist attraction, [24:32.03]was once associated with [24:33.39]the intellectuals Jean Paul Sartre [24:35.76]and Simone de Beauvoir. [24:37.60]Coffeehouses in London [24:39.38]became popular meeting places for artists [24:42.07]and socialites in 18th Century. [24:45.12]Trademarks of today's coffeehouses [24:47.75]with slower paced gourmet service, [24:50.31]tasteful environments, [24:51.57]and social outlets have their origins [24:53.93]in early coffeehouses [24:55.81]and help to form the concept of coffee culture. [24:58.94]The term is frequently used to [25:00.86]designate the presence of hundreds of [25:02.98]espresso stands and coffee shops [25:05.51]in the Seattle metropolitan area. [25:58.26]In these places, [25:59.19]there are a lot of franchises of businesses [26:02.16]such as Starbucks and their clones [26:04.64]across the United States and much of the world. [26:07.99]Additionally, [26:08.86]the term is found frequently in print media to [26:11.66]describe the deep impact of the [26:13.59]market penetration of coffeehouses. [27:05.81]It is not unusual to see several espresso shops [27:08.67]and stands within walking distance of each other [27:11.66]or on opposite corners of the same intersection, [27:15.32]typically with customers overflowing into parking lots. [27:18.84]Other aspects of coffee culture [27:20.82]include the presence of free wireless Internet access [27:24.39]for customers. [28:15.60]Many of the customers do business [28:17.62]in these locations for hours on a regular basis. [28:22.83]Now the passage will be read for the third time. [28:27.69]Coffee culture is a media term used to [28:30.79]describe a social atmosphere [28:32.62]that depends heavily upon coffee, [28:35.23]espresso(浓咖啡)in particular, [28:36.90]to act as a social lubricant(润滑剂). [28:39.67]The term also refers to the diffusion [28:41.91]and adoption of coffee [28:43.53]as a widely consumed stimulant by a culture. [28:47.42]The formation of culture [28:49.18]around coffee and coffeehouses [28:51.45]dates back to 16th century in Turkey. [28:55.18]Coffeehouses were traditionally social hubs, [28:58.22]as well as artistic and intellectual centers. [29:02.68]For example, Les Deux Magots in Paris, [29:05.72]now a popular tourist attraction, [29:08.57]was once associated with [29:09.95]the intellectuals Jean Paul Sartre [29:12.38]and Simone de Beauvoir. [29:14.22]Coffeehouses in London [29:15.89]became popular meeting places for artists [29:18.69]and socialites in 18th Century. [29:22.53]Trademarks of today's coffeehouses [29:24.44]with slower paced gourmet service, [29:27.17]tasteful environments, [29:28.32]and social outlets have their origins [29:30.76]in early coffeehouses [29:32.64]and help to form the concept of coffee culture. [29:35.87]The term is frequently used to [29:37.71]designate the presence of hundreds of [29:39.73]espresso stands and coffee shops [29:42.25]in the Seattle metropolitan area. [29:45.43]In these places, [29:46.56]there are a lot of franchises of businesses [29:49.42]such as Starbucks and their clones [29:51.90]across the United States and much of the world. [29:55.29]Additionally, [29:56.13]the term is found frequently in print media to [29:58.91]describe the deep impact of the [30:00.85]market penetration of coffeehouses. [30:03.04]It is not unusual to see several espresso shops [30:06.13]and stands within walking distance of each other [30:09.18]or on opposite corners of the same intersection, [30:12.71]typically with customers overflowing into parking lots. [30:16.37]Other aspects of coffee culture [30:18.16]include the presence of free wireless Internet access [30:21.81]for customers. [30:23.09]Many of the customers do business [30:25.33]in these locations for hours on a regular basis. [30:30.51]This is the end of listening comprehension.
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