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        英语专业四级2001年听力

        [00:00.12]TEST FOR ENGLISH MAJORS (2001)-GRADE FOUR-

        [00:05.44]PART I DICTATION

        [00:08.62]Listen to the following passage.

        [00:11.90]Altogether the passage will be read to you four times.

        [00:17.26]During the first reading,

        [00:19.45]which will be done at normal speed,

        [00:22.29]listen and try to understand the meaning.

        [00:26.34]For the second and third readings,

        [00:29.07]the passage will be read sentence by sentence,

        [00:32.68]or phrase by phrase, with intervals of 15 seconds.

        [00:38.37]The last reading will be done at normal speed again

        [00:43.40]and during this time you should check your work.

        [00:47.33]You will then be given

        [00:49.19]2 minutes to check through your work once more.

        [00:53.35]Please write the whole passage on ANSWER SHEET ONE.

        [00:58.49]Now listen to the passage.

        [01:02.38]CHARACTERISTICS OF A GOOD READER

        [01:05.88]To improve your reading habits,

        [01:08.08]you must understand the characteristics of a good reader.

        [01:12.78]First, the good reader usually reads rapidly.

        [01:17.59]Of course,

        [01:18.79]he does not read every piece of material at the same rate.

        [01:23.28]But whether he is reading a newspaper

        [01:25.75]or a chapter in a physics text,

        [01:28.70]his reading rate is relatively fast.

        [01:31.77]He has learned to read for ideas

        [01:34.82]rather than words one at a time.

        [01:37.56]Next, the good reader can recognize

        [01:40.52]and understand general ideas and specific details.

        [01:45.65]Thus he is able to comprehend the material

        [01:48.93]with a minimum of effort and a maximum of interest.

        [01:52.98]Finally, the good reader has at his command

        [01:56.37]several special skills,

        [01:58.78]which he can apply to reading problems as they occur.

        [02:02.93]For the college student,

        [02:04.79]the most helpful of these skills include

        [02:07.86]making use of the various aids to understanding

        [02:11.91]that most textbooks provide

        [02:14.31]and skim-reading for a general survey.

        [02:32.74]The second and third readings,

        [02:35.91]you should begin writing now.

        [02:40.10]CHARACTERISTICS OF A GOOD READER

        [02:44.59]To improve your reading habits,

        [03:00.45]CHARACTERISTICS OF A GOOD READER

        [03:04.28]To improve your reading habits,

        [03:20.42]you must understand the characteristics of a good reader.

        [03:40.01]you must understand the characteristics of a good reader.

        [03:59.27]First, the good reader usually reads rapidly.

        [04:18.26]First, the good reader usually reads rapidly.

        [04:37.39]Of course, he does not read every piece of material at the same rate.

        [04:57.36]Of course, he does not read every piece of material at the same rate.

        [05:16.48]But whether he is reading a newspaper or a chapter in a physics text,

        [05:37.43]But whether he is reading a newspaper or a chapter in a physics text,

        [05:57.43]his reading rate is relatively fast.

        [06:16.40]his reading rate is relatively fast.

        [06:33.37]He has learned to read for ideas rather than words one at a time.

        [06:54.39]He has learned to read for ideas rather than words one at a time.

        [07:14.68]Next, the good reader can recognize and understand general ideas and specific details.

        [07:36.35]Next, the good reader can recognize and understand general ideas and specific details.

        [07:59.82]Thus he is able to comprehend the material with a minimum of effort and a maximum of interest.

        [08:21.41]Thus he is able to comprehend the material with a minimum of effort and a maximum of interest.

        [08:43.35]Finally, the good reader has at his command several special skills,

        [09:03.28]Finally, the good reader has at his command several special skills,

        [09:23.32]which he can apply to reading problems as they occur.

        [09:42.32]which he can apply to reading problems as they occur.

        [10:02.32]For the college student, the most helpful of these skills include

        [10:21.52]For the college student, the most helpful of these skills include

        [10:40.35]making use of the various aids to understanding that most textbooks provide

        [11:02.28]making use of the various aids to understanding that most textbooks provide

        [11:23.34]and skim-reading for a general survey.

        [11:41.34]and skim-reading for a general survey.

        [11:59.42]CHARACTERISTICS OF A GOOD READER

        [12:02.70]To improve your reading habits,

        [12:05.11]you must understand the characteristics of a good reader.

        [12:09.37]First, the good reader usually reads rapidly.

        [12:14.18]Of course,

        [12:15.50]he does not read every piece of material at the same rate.

        [12:19.76]But whether he is reading a newspaper or a chapter in a physics text,

        [12:25.34]his reading rate is relatively fast.

        [12:28.73]He has learned to read for ideas

        [12:31.68]rather than words one at a time.

        [12:34.42]Next, the good reader can recognize

        [12:37.48]and understand general ideas and specific details.

        [12:42.40]Thus he is able to comprehend the material

        [12:45.68]with a minimum of effort and a maximum of interest.

        [12:49.63]Finally, the good reader has at his command

        [12:53.23]several special skills,

        [12:55.53]which he can apply to reading problems as they occur.

        [12:59.79]For the college student,

        [13:01.76]the most helpful of these skills include

        [13:04.72]making use of the various aids to understanding

        [13:08.66]that most textbooks provide

        [13:11.28]and skim-reading for a general survey.

        [13:16.48]Now you have 2 minutes to check through your work.

        [15:20.77]That is the end of the Part I Dictation.

        [15:41.35]PART II LISTENING COMPREHENSION

        [15:45.23]In Sections A,B and C you will hear everything ONCE ONLY.

        [15:51.36]Listen carefully and then answer the questions that follow.

        [15:55.95]Mark the correct answer to each question on your answer sheet.

        [16:00.99]SECTION A CONVERSATIONS

        [16:04.27]In this section you will hear several conversations.

        [16:08.20]Listen to the conversations carefully

        [16:11.26]and then answer the questions that follow.

        [16:14.33]Questions 1 to 3 are based on the following conversation.

        [16:19.25]At the end of the conversation,

        [16:25.48]you will be given 15 seconds to answer the questions.

        [16:25.51]Now, listen to the conversation.

        [16:28.14]W: Hi, you had an encounter

        [16:31.74]with an elephant yesterday?

        [16:33.94]M: Yeah, it scared me to death.

        [16:36.67]W: What happened?

        [16:37.98]M: I was walking in the park

        [16:40.27]when a female elephant came

        [16:42.25]charging at me right from behind.

        [16:44.65]W: How terrifying!

        [16:46.62]M: Yes. As I was running

        [16:49.13]I tripped and fell to the ground.

        [16:51.76]Just as I turned around

        [16:53.84]the tusks were already about a foot from my chest.

        [16:57.44]W: She was trying to stab you with her tusks?

        [17:00.62]M: She was going for a kill.

        [17:03.02]I just had time to grab the tusks

        [17:06.20]and kind of pulled them past my body.

        [17:09.48]And one tusk stabbed into the earth

        [17:12.43]about a few centimeters from my head.

        [17:15.60]I held on and she just tried to stab me.

        [17:18.88]Miraculously she didn't touch anything vital.

        [17:22.82]W: When she stabbed into the earth,

        [17:25.66]she must have been right on top of you?

        [17:28.40]M: Oh yes, she was.

        [17:31.25]Her eyeballs were about two inches from my eyeballs.

        [17:34.74]W: Just at that second

        [17:36.93]when you were staring at her in the eye,

        [17:39.78]was there anything going through your head

        [17:42.51]or were you overwhelmed with terror?

        [17:45.68]M: My thought was. If you let go of these tusks,

        [17:49.73]you are dead meat.

        [17:51.15]W: Well, what did happen? Why didn't you die?

        [17:54.87]M: Usually the elephant is just as scared as you are.

        [17:59.24]Someone came up and screamed at the elephant.

        [18:02.42]That probably distracted her

        [18:04.82]and she decided to run away.

        [18:20.88]Questions 4 to 6 are based on the following conversation.

        [18:26.68]At the end of the conversation,

        [18:29.41]you will be given 15 seconds to answer the questions.

        [18:34.22]Now, listen to the conversation.

        [18:37.73]M: Math department, Doctor Webster speaking.

        [18:40.57]W: Hello, Prof. Webster,

        [18:42.97]this is Janet Hill calling.

        [18:45.16]I live two doors down from your teaching assistant, Don Williams.

        [18:50.30]Don asked me to call you

        [18:52.60]because he has lost his voice

        [18:55.00]and can't talk to you himself.

        [18:57.74]M: Lost his voice? Oh, what a shame!

        [19:00.91]Is there anything I can do for him?

        [19:03.21]W: Well, he has a class this afternoon from 2:30 to 4:00

        [19:09.34]and he won't be able to teach it.

        [19:11.96]But he doesn't want to cancel it, either.

        [19:15.13]M: Does he want me to try to

        [19:17.32]find somebody else to teach the class?

        [19:20.05]W: No, not exactly.

        [19:22.02]What he wants to do is to get someone to go in for him,

        [19:26.61]just to pass back the mid-term exams.

        [19:29.67]M: His class is at 2:30, you say?

        [19:32.96]Well, I'm free at that time

        [19:35.36]and I was going to be on campus anyway;

        [19:38.10]so I could do it for him.

        [19:39.96]What room is his class in?

        [19:42.15]W: Cater Hall, Room 214.

        [19:46.41]Will you need his office key to get the exams?

        [19:50.02]He's given it to me

        [19:51.44]and I could bring it to you.

        [19:53.31]M: Actually, that won't be necessary.

        [19:55.93]We have a master key in the math department.

        [19:59.32]So I can get into his office if necessary.

        [20:02.38]W: Thank you very much, Prof. Webster.

        [20:05.34]M: My pleasure.

        [20:21.36]Questions 7 to 10 are based on the following conversation.

        [20:26.39]At the end of the conversation,

        [20:28.90]you will be given

        [20:30.22]20 seconds to answer the questions.

        [20:33.39]Now, listen to the conversation.

        [20:37.00]M: Hey, Jane. What's so interesting?

        [20:40.50]F: I'm reading this fascinating article

        [20:43.56]on the societies of the Ice Age

        [20:46.19]during the Pleistocene period.

        [20:48.92]M: The Ice Age?

        [20:50.78]There weren't any societies then.

        [20:53.19]Just a bunch of cave people.

        [20:55.38]F: That's what people used to think.

        [20:57.89]But a new exhibit of the America museum of natural history

        [21:02.85]showed Ice Age people were surprisingly advanced.

        [21:07.22]M: Oh, really? In what ways?

        [21:09.41]F: Well, Ice Age people were the inventors of

        [21:13.24]language, art, and music as we know it.

        [21:16.63]And they didn't live in caves,

        [21:19.25]they built their own shelters.

        [21:21.66]M: What did they use to build them?

        [21:24.61]The cold weather would have killed off most of the trees

        [21:28.22]so they couldn't have used wood.

        [21:30.63]F: In some of the warmer climates,

        [21:33.25]they did build the houses of wood.

        [21:36.10]In other places, they used animal bones and skins

        [21:40.34]or lived in natural stone shelters.

        [21:43.73]M: How did they stay warm?

        [21:45.92]Animal skin walls don't sound very sturdy.

        [21:48.98]F: Well, in the early Ice Age,

        [21:51.93]they often faced the house towards south

        [21:54.89]to take the advantage of the sun,

        [21:57.29]a primitive sort of solar heating.

        [22:00.46]M: Hey, that's pretty smart.

        [22:02.76]I guess I spoke too soon.

        [22:05.16]Can I read that magazine article after you've done?

        [22:08.45]I think I'm going to try to impress my history teacher

        [22:12.16]with my amazing knowledge of the Ice Age civilization.

        [22:16.10]F: What a show off.

        [22:37.30]SECTION B PASSAGES

        [22:40.19]In this section,you will hear several passages.

        [22:43.80]Listen to the passages carefully

        [22:46.64]and then answer the questions that follow.

        [22:49.71]Questions 11 to 13 are based on the following passage.

        [22:54.52]At the end of the passage,

        [22:56.48]you will be given 15 seconds to answer the questions.

        [23:00.64]Now, listen to the passage.

        [23:04.69]There is probably no area of human activity

        [23:08.63]in which our values and lifestyles

        [23:11.25]are reflected more vividly

        [23:13.66]than they are in the clothes

        [23:15.97]that we choose to wear.

        [23:17.83]The dress of an individual

        [23:20.13]is a kind of "sign language"

        [23:22.97]that communicates a complex set of information

        [23:27.02]and is usually the basis on which

        [23:29.65]immediate impressions are formed.

        [23:32.81]Traditionally a concern for clothes

        [23:35.66]was considered to be a feminine preoccupation,

        [23:39.38]while men took pride in the fact

        [23:42.39]that they were completely lacking in clothes consciousness.

        [23:46.99]Time has changed as masculine dress

        [23:50.71]takes on greater variety and color.

        [23:54.10]As early as 1955, a research revealed

        [23:58.58]that men attached high importance

        [24:01.54]to the value of clothing in daily life.

        [24:04.71]White-collar workers in particular

        [24:07.79]viewed dress as a symbol capable of manipulation,

        [24:11.84]which could be used to impress or influence others,

        [24:16.65]especially in work situations.

        [24:19.71]Although blue-collar workers were less aware

        [24:23.65]that they might be judged on the basis of their clothing,

        [24:27.15]they recognized

        [24:28.68]that any difference from the accepted pattern of dress

        [24:32.40]would draw ridicule from fellow workers.

        [24:36.01]Since that time, the pattern has changed:

        [24:39.84]the typical office worker may now be wearing the blue shirt,

        [24:44.43]and the laborer a white shirt;

        [24:47.27]but the importance of dress has not diminished.

        [25:06.54]Questions 14 to 16 are based on the following passage.

        [25:11.35]At the end of the passage, you will be given

        [25:14.19]15 seconds to answer the questions.

        [25:17.37]Now, listen to the passage.

        [25:20.32]To work in an international organization,

        [25:23.93]such as the United Nations

        [25:26.23]or the European Commission,

        [25:28.31]you need to be accredited

        [25:30.38]by one of the various international translators'

        [25:33.88]or interpreters' associations.

        [25:36.94]To achieve this,

        [25:38.48]you must undergo strict and lengthy training,

        [25:41.97]either at an accrediting organization's own school,

        [25:45.91]or on a postgraduate course at university.

        [25:49.74]But a qualification in languages

        [25:52.90]is not the only route into the job.

        [25:55.85]At the European Commission, for example,

        [25:58.69]a recent intake of trainee interpreters

        [26:02.19]included several with degrees in subjects like

        [26:05.69]economics, linguistics, philosophy, law

        [26:10.13]and,of course, languages.

        [26:12.43]To become a successful interpreter,

        [26:14.83]candidates need to be at a high level in

        [26:18.12]between three and five languages.

        [26:21.40]However, regardless of how many languages they speak,

        [26:25.45]they will only be required to translate

        [26:28.13]from their acquired languages

        [26:30.32]into their mother tongue.

        [26:32.17]Compared with using a foreign language,

        [26:35.13]manipulating their own language

        [26:37.76]is more crucial for them. With this skill,

        [26:41.47]and a lot of practice,they will be able to

        [26:44.87]clearly communicate information or messages

        [26:48.91]which have been expressed in a very different way

        [26:51.91]in another language.

        [26:54.00]Yet, while interpreters may be seldom noticed,

        [26:58.58]they are always looking carefully at the people

        [27:01.65]for whom they are interpreting.

        [27:04.23]In particular,

        [27:06.08]they are looking at the body language of the speaker,

        [27:09.04]because they must also use this information

        [27:12.32]when they translate what he or she said.

        [27:29.37]Questions 17 to 20 are based on the following passage.

        [27:35.39]At the end of the passage, you will be given

        [27:38.34]20 seconds to answer the questions.

        [27:41.73]Now, listen to the passage.

        [27:44.47]How many of you drink cola? Nearly everybody.

        [27:48.63]Did you know that cola started out

        [27:51.69]not as a soft drink but as a cure for headache

        [27:55.91]back in the late 1800's?

        [27:58.53]John S. Pamberton, a druggist from Atlanta,

        [28:02.80]had experimented for many months

        [28:06.19]trying to find a cure for the common headache.

        [28:09.15]He worked in his backyard,

        [28:11.66]mixing and heating different combinations of oils and flavors

        [28:16.69]until he found one that seemed promising.

        [28:20.41]Pamberton bottled the mixture

        [28:22.92]and began selling it in drugstores as concentrated syrup

        [28:27.19]that the customer had to mix with water before drinking.

        [28:31.35]Cola's transformation

        [28:33.21]from concentrated syrup to a carbonated soft drink

        [28:37.36]came about quite by accident.

        [28:40.43]One day,

        [28:41.52]a customer came into a drugstore complaining of a headache

        [28:45.35]and asked for a bottle of cola syrup.

        [28:48.63]He wanted to take it right away.

        [28:51.58]So he asked the clerk to mix the medicine

        [28:54.87]while he waited. The clerk,

        [28:57.38]instead of walking to the other end of the counter

        [29:00.88]to get plain water,

        [29:02.63]suggested mixing the syrup with soda water.

        [29:05.91]The customer agreed, and after drinking it,

        [29:09.63]remarked how good it tasted.

        [29:12.36]The clerk continued offering the mixture

        [29:15.09]and the cola grew in popularity.

        [29:18.27]Today carbonated cola

        [29:20.78]is sold in most countries around the world.

        [29:24.59]And although they no longer contain the ingredients

        [29:28.31]to kill headaches,

        [29:29.74]they are still very refreshing.

        [29:52.37]SECTION C NEWS BROADCAST

        [29:55.87]In this section, you will hear several news items.

        [30:00.03]Listen to them carefully

        [30:02.00]and then answer the questions that follow.

        [30:05.17]Questions 21 and 22 are based on the following news.

        [30:10.52]At the end of the news item,

        [30:12.61]you will be given 10 seconds to answer the questions.

        [30:16.43]Now listen to the news.

        [30:20.42]Commonwealth leaders agree to lift

        [30:23.16]Nigeria's three and a half years' suspension on May 29,

        [30:28.85]the day the military government

        [30:31.58]hands over power to an elected president,"

        [30:35.19]the organization's Secretary General announced yesterday.

        [30:40.11]Nigeria was suspended

        [30:42.41]from the 54-nation group of mainly former British colonies in 1995

        [30:49.41]after it executed nine minority rights activists,

        [30:54.22]including writer Ken Saro-Wiwa.

        [30:57.83]But now that the country has embarked

        [31:00.05]on a return to democracy.

        [31:02.57]Commonwealth heads of government

        [31:04.76]have agreed to end the estrangement.

        [31:07.82]Secretary General Chief Amecka Anyaoku said in a statement,

        [31:13.83]"I'm delighted

        [31:14.93]that an unfortunate episode in Nigeria-

        [31:18.21]Commonwealth relations will now come to an end

        [31:22.36]and Nigeria is resuming its rightful place in the Commonwealth."

        [31:36.24]Questions 23 and 24 are based on the following news.

        [31:41.92]At the end of the news item,

        [31:45.42]you will be given 10 seconds to answer the questions.

        [31:49.91]Now listen to the news.

        [31:52.53]The space shuttle Discovery made a rare night landing

        [31:57.89]at the Kennedy Space Center

        [32:00.07]early on Thursday. The night landing,

        [32:03.13]the eleventh in the center's ninety-four shuttle missions,

        [32:07.29]ended a ten-day mission

        [32:09.47]to outfit the orbiting international space station.

        [32:13.74]Although the spacecraft created a sonic boom

        [32:18.01]that could be heard along much of Florida's eastern seaboard,

        [32:22.71]witnesses on the ground could not see the orbiter

        [32:26.76]until it was directly over the runway lights.

        [32:31.02]Scattered showers off the Florida coast

        [32:34.30]had threatened to postpone the shuttle's return,

        [32:37.80]but forecasters gave the green light

        [32:40.87]when they decided no rain would fall

        [32:43.40]within forty-eight kilometers of the space center.

        [32:56.34]Questions 25 and 26 are based on the following news.

        [33:02.25]At the end of the news item,

        [33:04.65]you will be given 10 seconds to answer the questions.

        [33:08.37]Now listen to the news.

        [33:10.89]"Five people died, two were missing,

        [33:14.39]and at least eighteen were injured on Wednesday

        [33:17.78]when an Italian patrol boat vessel collided with a dinghy

        [33:22.70]filled with refugees crossing the Adriatic Sea from Albania,"

        [33:27.40]authorities said.

        [33:29.04]"The victims were believed

        [33:30.69]to be Albanians from either Albania or Kosovo,"

        [33:35.06]said authorities from Italy's tax police division,

        [33:39.44]which along with the coast guard patrols the nation-s coast.

        [33:44.46]The cause of the collision was not immediately known.

        [33:48.18]Three Albanians, believed to have smuggled the refugees,

        [33:52.56]were arrested a few hours after the accident.

        [34:05.53]Questions 27 is based on the following news.

        [34:09.90]At the end of the news item,

        [34:12.08]you will be given 5 seconds to answer the question.

        [34:16.35]Now listen to the news.

        [34:18.98]"Malaysian authorities are discussing

        [34:21.38]possible salvage efforts with Sun Cruises,

        [34:25.43]the Singapore owner of a luxury liner

        [34:28.49]which sank off Malaysia last week,"

        [34:31.45]a news report said yesterday.

        [34:34.07]"Sun Cruises has received some advice from Malaysia on the matter,"

        [34:39.43]the Business Times newspaper quoted company's spokeswoman,

        [34:43.58]Judy Chu, as saying.

        [34:45.99]Chu and other Sun Cruise officials

        [34:49.16]could not immediately be reached for further comment,

        [34:53.21]as they were away in Indonesia.

        [34:56.49]The Sun Vista went down in international waters,

        [35:00.32]the nearby Malaysia may have the right

        [35:03.49]to order the wreck's removal, the newspaper said.

        [35:07.43]Salvage experts said the wreck of the Sun Vista,

        [35:11.25]which sunk in sixty meters of the water,

        [35:14.43]poses no threat to ships passing over it,

        [35:17.93]but Malaysia may still want it removed.

        [35:27.46]Questions 28 to 30 are based on the following news.

        [35:31.51]At the end of the news item,you will be given

        [35:34.46]15 seconds to answer the questions.

        [35:37.64]Now listen to the news.

        [35:42.38]An international Roman Catholic organization

        [35:45.18]says human rights violations

        [35:47.15]have sharply increased in the Central American countries.

        [35:51.19]The organization, Pax Christi,

        [35:53.82]made the statement to the UN Human Rights Commission.

        [35:57.43]It said that murder, torture and disappearances

        [36:00.60]have risen in Guatemala, El Salvador and Honduras.

        [36:04.87]Pax Christi said that security forces in Guatemala

        [36:08.46]completely destroyed six villages,killing all citizens.

        [36:12.83]It said 1500 persons are killed in Guatemala every month.

        [36:16.99]The Catholic organization said killings

        [36:19.61]and disappearances have increased in El Salvador

        [36:23.11]since the rightist election victory there last March.

        [36:26.94]Pax Christi also charged

        [36:28.36]that officials in Honduras were responsible

        [36:31.31]for mistreating refugees from EL Salvador.

        [36:52.91]This is the end of the listening comprehension.
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