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        大学英语6级考试精准听力法 Model Test Ten

        [00:13.53]Model Test Ten
        [00:16.25]Section A
        [00:18.39]Directions: In this section,
        [00:22.17]you will hear 8 short conversations
        [00:25.30]and 2 long conversations.
        [00:28.87]At the end of each conversation,
        [00:31.19]one or more questions will be asked
        [00:33.74]about what was said.
        [00:36.37]Both the conversation and the questions
        [00:38.97]will be spoken only once.
        [00:42.13]After each question there will be a pause.
        [00:46.32]During the pause,
        [00:47.89]you must read the four choices
        [00:50.15]marked A), B), C) and D),
        [00:54.91]and decide which is the best answer.
        [00:58.48]Then mark the corresponding letter on Answer Sheet 2
        [01:03.77]with a single line through the centre.
        [01:07.72]Now let’s begin with the eight short conversations.
        [01:12.67]11. W: What do you think of Dr. Anderson’s lecture on Architecture?
        [01:19.65]M: Well, to tell the truth, the topic isn’t interesting,
        [01:22.96]but I’m wondering how he can manage his lecture
        [01:25.53]to such an extent that all the listeners are absorbed.
        [01:30.74]W: What can we learn from the conversation?
        [01:48.37]12. W: The sales manager had a message for you here.
        [01:53.09]M: Ah, it says I should sell all those overstocked goods in one week.
        [01:58.09]Rome is not built in a day, you know.
        [02:00.35]I would rather he say I should resign now.
        [02:03.76]W: What does the man mean?
        [02:20.54]13. W: Yesterday I felt stomachache, and today I feel headache.
        [02:27.00]I don’t know what will happen tomorrow.
        [02:30.54]M: Everyone may feel so if he is under such pressure.
        [02:34.08]Relax and a good rest may help.
        [02:36.66]W: What does the man mean?
        [02:53.60]14. M: The snow is so heavy, and the road seems slippery.
        [02:58.96]How can I get to the station?
        [03:01.37]W: A car isn’t reliable on such a road.
        [03:04.41]A bus may be safer if you don’t want to walk there.
        [03:08.49]M: What does the woman suggest?
        [03:25.28]15. M: I can’t recognize Susan from her photo.
        [03:29.90]She looks so fashionable and beautiful in it.
        [03:32.89]W: Well, I think it’s mainly the contribution of modern technology.
        [03:37.52]If you take a photo, you’re likely to be smarter in it.
        [03:41.72]M: What does the woman mean?
        [03:58.50]16. W: How do you think of the economic crisis?
        [04:04.15]M: Well, you can see its influence from the laid-off workers,
        [04:07.42]the bankrupt companies and especially the closedown of banks.
        [04:11.77]W: What can we learn from the conversation?
        [04:29.39]17. W: Many volunteers and organizations are launching new campaigns
        [04:35.51]to protect the environment.
        [04:37.51]M: Yes, they are. But don’t you think it’s more effective
        [04:40.79]if they educate the public to improve their awareness
        [04:43.86]of environment protection?
        [04:47.13]W: What does the man mean?
        [05:04.19]18. W: I’m worried about my daughter’s study.
        [05:08.44]She joins basketball and volleyball teams,
        [05:11.55]and she is planning to join another one.
        [05:14.41]M: Don’t worry. Developing specialities doesn’t mean drop of school work.
        [05:20.93]W: What does the man mean?
        [05:37.71]Now you’ll hear the two long conversations
        [05:41.60]Conversation One
        [05:44.15]M: Today, we will discuss something about language,
        [05:47.23]and we are lucky to have Professor Brink here. Welcome.
        [05:51.90]W: Thanks, and glad to be here.
        [05:54.19]And I’d like to share my ideas about language with all of you.
        [05:58.74]M: Why is it that there are so many different languages?
        [06:02.06]And do you notice that if you travel more than a hundred miles,
        [06:05.46]you’re likely to find people speaking a completely different language?
        [06:09.63]W: Well, it’s true to say that there are hundreds of different languages.
        [06:14.18]The reason why you can travel from one village to another
        [06:17.73]and find different dialects,
        [06:19.84]is that several hundred years ago people communicated
        [06:23.27]with each other by words.
        [06:25.51]M: Do you see any chance for a universal language like Esperanto?
        [06:30.26]W: I don’t see very much chance for Esperanto.
        [06:33.62]I think people will probably work
        [06:35.32]towards the most convenient language to use.
        [06:38.71]It seems to me that English, Russian or Chinese
        [06:41.81]will be the language of the future. My bet is on English.
        [06:46.08]M: What do you think of many people speaking a second language?
        [06:49.89]W: You will find that you need to speak the language
        [06:52.75]and it’s very unnerving to be in a situation
        [06:55.51]where you can’t communicate with people
        [06:58.06]when you do want to travel around.
        [07:00.69]M: What about English humor on the radio?
        [07:03.69]W: I think that takes a very long time to understand,
        [07:07.65]but I find it very interesting to speak other languages
        [07:11.81]because English people have a different mentality,
        [07:14.98]and have a very different character and a different temperament.
        [07:19.07]M: OK. Thank you again, Professor Brink, for sharing so much.
        [07:23.62]W: My pleasure.
        [07:26.51]Questions 19 to 22 are based on the conversation you have just heard.
        [07:33.79]19. Why are there so many dialects according to the woman?
        [07:55.03]20. What would languages be in the future according to the woman?
        [08:15.43]21. What’s the purpose of learning a second language?
        [08:35.25]22. Why is it hard to understand humors in a foreign language?
        [08:56.27]Conversation Two
        [08:58.44]W: Today’s topic is about the most important things in life.
        [09:02.33]What about your opinion, John?
        [09:04.69]M: I consider friendship to be one of the most important things in life,
        [09:09.57]whatever your status, married or single.
        [09:12.41]A lot of us get so involved in material values and family problems
        [09:16.75]that we forget the real meaning of friendship.
        [09:19.84]W: What does friendship mean to you?
        [09:22.09]M: They say “A friend in need is a friend indeed”,
        [09:25.76]which is partly true. But a real friend should
        [09:28.65]also be able to share your happy moments—without feeling jealous.
        [09:33.77]A good friendship is one where you accept and forgive faults,
        [09:37.75]understand moods, and don’t feel hurt
        [09:40.43]if a friend doesn’t feel like seeing you.
        [09:43.23]Of course, honesty is an essential part of any relationship.
        [09:47.72]We should learn to accept our friends for what they are.
        [09:51.56]W: You must have a full life.
        [09:53.38]M: Of course I do! And as I say,
        [09:56.56]my friends give me a lot of pleasure.
        [09:59.11]After all, friends should not be people with whom you kill time.
        [10:03.62]Real friendship, in my opinion, is a “spiritually developing” experience.
        [10:10.12]W: Are you very good at keeping in touch with your friends
        [10:13.17]if you don’t see them regularly?
        [10:15.37]M: No, not always. I’ve lived in lots of places, and to be honest,
        [10:19.95]once I move away, I often lost touch with my friends.
        [10:24.23]And I’m not a very good letter writer, either.
        [10:27.29]But I know that if I saw those friends again,
        [10:30.12]if I ever moved back to the same place for some reason,
        [10:33.43]we would get back into close contact again,
        [10:36.27]and I’m sure the friendship would be just as strong as it was before.
        [10:41.92]Questions 23 to 25 are based on the conversation you have just heard.
        [10:49.90]23. Why do people forget friendship according to the man?
        [11:10.48]24. Which of the following does the man probably NOT agree?
        [11:31.98]25. What should one do if he loses touch with his friends?

        [11:52.63]Section B
        [11:55.06]Directions: In this section,
        [11:58.29]you will hear 3 short passages,
        [12:02.03]at the end of each passage,
        [12:04.00]you will hear some questions.
        [12:06.51]Both the passage and the questions
        [12:08.92]will be spoken only once.
        [12:12.56]After you hear a question,
        [12:14.64]you must choose the best answer
        [12:17.14]from the four choices marked A), B), C) and D).
        [12:21.89]Then mark the corresponding letter on Answer Sheet 2
        [12:26.03]with a single line through the centre.
        [12:29.27]Passage One
        [12:31.11]The competition between Microsoft and Google
        [12:34.35]took a new turn on February 1st.
        [12:37.36]Microsoft made a public offer to buy the Internet company Yahoo.
        [12:42.23]Microsoft says the combined companies would be in a better position
        [12:46.23]to compete against Google in the online services market.
        [12:51.00]This week, Yahoo rejected the offer.
        [12:54.45]Its board of directors said the price undervalued the company.
        [12:58.52]The offer was worth almost $45 billion in cash and stock,
        [13:03.97]or $31 per Yahoo share. Yahoo is said to want $40 a share.
        [13:10.97]Microsoft says it offered a full and fair price.
        [13:15.12]It says moving forward quickly with the deal
        [13:17.74]would be in the best interest of shareholders.
        [13:20.91]Microsoft thinks it could be better to compete against Google
        [13:24.77]with Yahoo’s expert knowledge.
        [13:27.75]Microsoft could attempt a hostile takeover.
        [13:31.52]But that is not the way it normally does business,
        [13:34.52]and there is risk of angering Yahoo’s employees.
        [13:38.06]In the last two weeks, Yahoo has discussed possible combinations
        [13:42.24]with other companies, including the News Corporation, AOL and Google.
        [13:48.81]But Yahoo may not be able to avoid a buyout by Microsoft.
        [13:54.15]The latest reports are that some big Yahoo shareholders
        [13:57.86]would support a deal if Microsoft raised its offer.
        [14:02.08]The purchase would be the largest ever
        [14:04.38]by the world’s leading software maker.
        [14:07.42]Yet Microsoft has made little progress in its Internet search abilities
        [14:12.17]and in the growing business of online advertising.
        [14:15.92]Google, the leading Internet search company,
        [14:18.58]is the strongest competitor for those advertising dollars.
        [14:23.57]Microsoft is based in Redmond, Washington.
        [14:26.78]Yahoo and Google are in California’s Silicon Valley.
        [14:32.07]Questions 26 to 29 are based on the passage you have just heard.
        [14:38.92]26. What is the purpose of Microsoft in buying Yahoo?
        [14:59.75]27. What is the focus of the debate between Microsoft and Yahoo?
        [15:20.98]28. What may Yahoo shareholders do according to the latest report?
        [15:42.77]29. What do we learn about Microsoft?

        [16:02.02]Passage Two
        [16:03.59]Many of Shakespeare’s works were influenced by earlier writings.
        [16:07.91]During this time, students would probably have learned
        [16:11.08]several ancient Roman and Greek plays.
        [16:14.61]It was not unusual for writers to produce
        [16:17.45]more current versions of these works.
        [16:20.40]For example, in his play The Comedy of Errors,
        [16:24.45]Shakespeare borrows certain structural details
        [16:27.40]from the ancient Roman playwright Plautus.
        [16:31.02]Shakespeare may have borrowed from other writers,
        [16:34.25]but the intensity of his imagination
        [16:36.86]and language made the plays his own.
        [16:40.38]Shakespeare was also influenced by the world around him.
        [16:44.51]He described the sights and sounds of London in his plays.
        [16:48.90]His works included observations about current political struggles,
        [16:53.41]the fear of diseases, and the popular language
        [16:56.49]of the city’s tradesmen and other professionals.
        [17:00.17]Shakespeare’s knowledge of the English countryside was also clear.
        [17:04.93]His works included descriptions of deep forests, local flowers,
        [17:09.63]and the ancient popular traditions of rural people.
        [17:14.08]Shakespeare became a well-known writer during a golden age of theater.
        [17:19.13]His years of hard work paid off.
        [17:22.20]While many plays by other writers of his time have been forgotten,
        [17:26.99]Shakespeare and his art live on.
        [17:30.24]It would be impossible to list all of the ways
        [17:33.30]in which Shakespeare’s works have influenced world culture,
        [17:37.36]but we can give a few important examples.
        [17:41.07]The first example would have to include his great effect
        [17:44.73]on the English language.
        [17:47.71]During his time, many new words from other languages were added.
        [17:52.57]Shakespeare used his sharp mind and poetic inventiveness
        [17:56.94]to create hundreds of new words and rework old ones.
        [18:01.63]And many common expressions in English come from his plays.
        [18:07.84]Questions 30 to 32 are based on the passage you have just heard.
        [18:14.61]30. How did earlier writings influence Shakespeare?
        [18:34.57]31. What did Shakespeare write in his stories?
        [18:54.55]32. What was the influence of Shakespeare’s plays?

        [19:14.79]Passage Three
        [19:16.44]Scientists estimate that 8 000 years ago rainforests
        [19:20.49]covered approximately 60 million square kilometers
        [19:24.03]of the Earth’s surface.
        [19:26.22]Due to human destruction, only about 35 million square kilometers now remain.
        [19:33.18]Even this relatively small area contains
        [19:35.78]more than half of the world’s 10 million species of plants, animals
        [19:40.90]and insects. The diversity is so great that scientists have,
        [19:46.18]until now, succeeded in studying only less than 1% of the species living there.
        [19:53.42]Native people who live in rainforests depend on them for food and shelter.
        [19:59.17]Because trees have been cut down and burned, native people,
        [20:03.01]unable to find enough food, have starved.
        [20:06.55]Additionally, they have been killed or forced out of the rainforests
        [20:10.46]by outsiders who have seized land for profit.
        [20:14.83]The population of native people in the Brazilian rainforest,
        [20:18.21]for example, has decreased over the past 500 years
        [20:22.42]from approximately 6 million to 200 000.
        [20:27.49]Rainforests are destroyed to make money
        [20:29.99]from selling not only trees but also cattle and crops
        [20:34.41]that are raised on the cleared land.
        [20:37.29]However, experts say that rainforests will have more economic value
        [20:41.41]if we leave them as they are and harvest their medicinal plants,
        [20:45.91]oil-producing plants and fruits. This knowledge, plus the fact
        [20:51.37]that native life is becoming extinct,
        [20:53.77]led Brazil to introduce stronger rainforest protection laws
        [20:58.28]at the beginning of this century. These laws aim to protect native tribes,
        [21:03.70]prevent illegal cutting of trees and expand the protected rainforest area.
        [21:09.45]All countries that are contributing to the destruction of rainforests
        [21:13.36]should begin their own efforts to protect them.
        [21:16.82]Rainforests are essential to human survival.
        [21:20.46]Therefore, we are all responsible for protecting this biological treasure.
        [21:27.95]Questions 33 to 35 are based on the passage you have just heard.
        [21:35.48]33. Why can’t scientists study all the species in the rainforest?
        [21:57.35]34. What contributes to the decrease of native people in the past 500 years?
        [22:19.56]35. Why did Brazil introduce stronger rainforest protection laws?

        [22:41.67]Section C
        [22:43.77]Directions: In this section,
        [22:46.92]you will hear a passage three times.
        [22:50.47]When the passage is read for the first time,
        [22:53.47]you should listen carefully for its general idea.
        [22:57.99]When the passage is read for the second time,
        [23:01.31]you are required to fill in the blanks
        [23:04.02]numbered from 36 to 43 with the exact words
        [23:09.52]you have just heard.
        [23:12.07]For the blanks numbered from 44 to 46
        [23:16.43]you are required to fill in the missing information.
        [23:21.18]For these blanks,
        [23:22.61]you can either use the exact words
        [23:25.18]you have just heard
        [23:26.89]or write down the main points
        [23:29.27]in your own words.
        [23:32.19]Finally,
        [23:33.29]when the passage is read for the third time,
        [23:36.38]you should check what you have written.
        [23:39.65]Now listen to the passage.
        [23:43.62]Today, we believe that essential aspects of character are formed
        [23:48.05]in childhood and adolescence.
        [23:50.91]We can even see that adults themselves have been influenced
        [23:54.16]by a modern emphasis on youth.
        [23:57.29]However, historically this wasn’t always so.
        [24:01.30]The development of modern industrial societies has brought
        [24:04.66]about a fundamental change in ideas about childhood and youth.
        [24:10.08]As the historian Philippe Aries has pointed out,
        [24:13.88]modern attitudes towards childhood stand
        [24:16.69]in contrast to views of the young in earlier periods.
        [24:21.36]How did modern perceptions of childhood and youth develop?
        [24:25.91]One important factor was the growth of trade and the rise of merchant cities,
        [24:31.17]as happened in Renaissance Italy.
        [24:34.30]The importance of providing the young with the skills necessary
        [24:37.56]for trade was recognized by cities like Venice and Florence.
        [24:42.75]In France, for example, increasing numbers of young people studied
        [24:47.06]in the many academies created to meet this demand.
        [24:51.27]The trend towards more education continued into the 18th century.
        [24:56.59]The increasing numbers of students receiving education brought
        [25:00.11]about another important change of attitude.
        [25:03.94]Thinkers of the 18th century believed children should be allowed
        [25:08.34]to develop according to their individual abilities
        [25:12.09]and not be overly disciplined. Followers stressed the need for play
        [25:17.09]if children were to grow into healthy adults.
        [25:21.19]The development of new technologies in the 20th century
        [25:24.63]meant a need for greater skills and rapid growth of secondary
        [25:29.06]and higher education. While technological change creates new products
        [25:34.63]and jobs, this process also means that skills
        [25:38.51]which adults have learned may become out of date.
        [25:43.07]Therefore, attitudes associated with adolescence,
        [25:46.70]such as a willingness to explore new options,
        [25:50.02]are increasingly common among adults.
        [25:54.41]Now the passage will be read again.
        [25:57.95]Today, we believe that essential aspects of character are formed
        [26:02.38]in childhood and adolescence.
        [26:05.33]We can even see that adults themselves have been influenced
        [26:08.62]by a modern emphasis on youth.
        [26:11.63]However, historically this wasn’t always so.
        [26:15.60]The development of modern industrial societies has brought
        [26:18.92]about a fundamental change in ideas about childhood and youth.
        [26:24.46]As the historian Philippe Aries has pointed out,
        [26:28.24]modern attitudes towards childhood stand
        [26:31.14]in contrast to views of the young in earlier periods.
        [26:35.69]How did modern perceptions of childhood and youth develop?
        [26:40.28]One important factor was the growth of trade and the rise of merchant cities,
        [26:45.55]as happened in Renaissance Italy.
        [26:48.60]The importance of providing the young with the skills necessary
        [26:52.13]for trade was recognized by cities like Venice and Florence.
        [26:57.24]In France, for example, increasing numbers of young people studied
        [27:01.30]in the many academies created to meet this demand.
        [27:05.63]The trend towards more education continued into the 18th century.
        [27:10.88]The increasing numbers of students receiving education brought
        [27:14.44]about another important change of attitude.
        [27:18.40]Thinkers of the 18th century believed children should be allowed
        [27:22.75]to develop according to their individual abilities
        [28:16.47]and not be overly disciplined. Followers stressed the need for play
        [28:21.53]if children were to grow into healthy adults.
        [28:25.50]The development of new technologies in the 20th century
        [28:28.97]meant a need for greater skills and rapid growth of secondary
        [28:33.51]and higher education.
        [29:25.33]While technological change creates new products and jobs,
        [29:29.53]this process also means that skills
        [29:32.47]which adults have learned may become out of date.
        [29:37.06]Therefore, attitudes associated with adolescence,
        [29:40.90]such as a willingness to explore new options,
        [29:43.91]are increasingly common among adults.
        [30:37.45]Now the passage will be read for the third time.
        [30:41.84]Today, we believe that essential aspects of character are formed
        [30:46.23]in childhood and adolescence.
        [30:49.08]We can even see that adults themselves have been influenced
        [30:52.43]by a modern emphasis on youth.
        [30:55.52]However, historically this wasn’t always so.
        [30:59.51]The development of modern industrial societies has brought
        [31:02.79]about a fundamental change in ideas about childhood and youth.
        [31:08.34]As the historian Philippe Aries has pointed out,
        [31:12.09]modern attitudes towards childhood stand
        [31:15.01]in contrast to views of the young in earlier periods.
        [31:19.64]How did modern perceptions of childhood and youth develop?
        [31:24.17]One important factor was the growth of trade and the rise of merchant cities,
        [31:29.49]as happened in Renaissance Italy.
        [31:32.61]The importance of providing the young with the skills necessary
        [31:35.82]for trade was recognized by cities like Venice and Florence.
        [31:41.06]In France, for example, increasing numbers of young people studied
        [31:45.18]in the many academies created to meet this demand.
        [31:49.52]The trend towards more education continued into the 18th century.
        [31:54.88]The increasing numbers of students receiving education brought
        [31:58.20]about another important change of attitude.
        [32:02.13]Thinkers of the 18th century believed children should be allowed
        [32:06.53]to develop according to their individual abilities
        [32:10.33]and not be overly disciplined. Followers stressed the need for play
        [32:15.37]if children were to grow into healthy adults.
        [32:19.45]The development of new technologies in the 20th century
        [32:22.78]meant a need for greater skills and rapid growth of secondary
        [32:27.23]and higher education. While technological change creates new products
        [32:32.69]and jobs, this process also means that skills
        [32:36.68]which adults have learned may become out of date.
        [32:41.21]Therefore, attitudes associated with adolescence,
        [32:44.90]such as a willingness to explore new options,
        [32:48.21]are increasingly common among adults.
        [32:54.52]This is the end of listening comprehension.
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