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大學英語6級考試精準聽力法 Model Test Three

[00:14.52]Model Test Three
[00:17.51]Section A
[00:20.14]Directions: In this section,
[00:23.86]you will hear 8 short conversations
[00:27.26]and 2 long conversations.
[00:30.58]At the end of each conversation,
[00:32.92]one or more questions will be asked
[00:35.46]about what was said.
[00:38.10]Both the conversation and the questions
[00:40.72]will be spoken only once.
[00:43.83]After each question there will be a pause.
[00:48.06]During the pause,
[00:49.74]you must read the four choices
[00:51.89]marked A), B), C) and D),
[00:56.63]and decide which is the best answer.
[01:00.27]Then mark the corresponding letter on Answer Sheet 2
[01:05.37]with a single line through the centre.
[01:09.45]Now let’s begin with the eight short conversations.
[01:14.27]11. M: I always cannot make ends meet at the end of each month.
[01:21.52]W: I felt the same when I started my job too,
[01:24.80]but things begin to change when you get a higher position.
[01:28.43]Or, you may just go to your parents for a loan.
[01:31.97]Q: What does the woman suggest the man do?
[01:49.86]12. W: Do you have any idea about Susan?
[01:54.18]She has been acting odd recently.
[01:56.98]M: Actually. She seems to have a lot on her mind
[01:59.86]after she was absent from class last week.
[02:03.06]Q: What does the man imply?
[02:20.08]13. W: I thought you were planning to choose medicine as your specialty.
[02:25.45]M: Yes, I was. But when I talked with my mother, she talked me out of it.
[02:31.53]Q: What does the man mean?
[02:48.52]14. M: How about the job you applied last week?
[02:53.68]W: It is said that many candidates have applied for the job,
[02:57.32]and a lot of which are qualified.
[02:59.59]But, you know, the company only needs several for the position.
[03:05.00]Q: What does the woman imply?
[03:22.01]15. M: The doctor says I should take a rest for another week.
[03:27.44]W: Yes, but if you always listen to the doctor’s suggestion,
[03:31.44]you may stay at home for another year. Some doctors often make a fuss.
[03:37.23]Q: What does the woman mean?
[03:54.02]16. W: What do you think of John’s performance last night?
[03:58.75]M: Do you mean his speech?
[04:00.74]It’s well organized, but the words are too flashy
[04:04.22]and the speech itself also sounds impractical.
[04:08.15]Q: What can we learn about John’s speech?
[04:25.94]17. W: Tom, where have you been? You did not show up at the party this evening.
[04:31.96]M: An unexpected guest changed my plans.
[04:35.17]You know, I could not leave a guest alone at home.
[04:39.52]Q: What do we learn about Tom?
[04:56.34]18. W: I feel so bad today. My head, my stomach...
[05:01.35]it seems my whole body aches. I think I need a physical check-up.
[05:05.75]M: Take it easy. No medical method is needed.
[05:09.02]What you need most is a good rest.
[05:11.76]Q: What’s the most probable relationship between the two speakers?
[05:30.86]Now you’ll hear the two long conversations.
[05:34.57]Conversation One
[05:37.02]M: It’s International Women’s Day today.
[05:39.89]But, for all the celebrations, the gender gap, it seems, remains.
[05:45.17]Now we welcome Laura to join our program to discuss it.
[05:49.85]Laura, do you think full equality is really achievable?
[05:53.82]W: I don’t really think so. I think women, at the end of the day,
[05:57.98]have got to decide if they’re going to have a full-time career
[06:01.39]or be stay-at-home mothers.
[06:03.70]They’ve either got to give up their career or had no children.
[06:07.84]M: How does it work for you?
[06:09.64]Do you feel you have to make any sacrifices between career and family life?
[06:14.50]W: Well. I’m very lucky. I don’t need much sleep.
[06:18.13]Not many people have this physical advantage.
[06:21.37]And I have a helper, who does all the jobs around the house.
[06:25.53]But what I’ve given up is time for myself.
[06:28.89]M: To get the kind of work-life balance,
[06:31.26]you have to be earning a decent wage,
[06:33.22]but many women cannot when they have children. How do you handle it?
[06:38.84]W: I think if the woman has a career
[06:40.80]that she actually enjoys or she is the highest earner,
[06:44.85]the husband can be the main caregiver of the children.
[06:48.12]M: But do you think that women are experiencing male prejudice?
[06:52.13]Is there any way to get rid of this prejudice?
[06:55.50]W: Oh, absolutely. Well, actually, in some parts of the world,
[06:59.94]women are in a very terrible situation.
[07:03.12]It’s now time for men to look at it.
[07:05.84]The companies should allow paternal leave to encourage men
[07:09.10]to shoulder the responsibility of taking care of children.
[07:13.00]It would be a huge advantage.
[07:15.44]M: That’s a fantastic idea. Laura, nice talking to you.
[07:19.90]Thank you very much for joining us.
[07:22.23]W: Thanks for having me.
[07:24.40] Questions 19 to 22 are based on the conversation you have just heard.
[07:30.18]19. What are the two speakers mainly talking about?
[07:50.24]20. Why does the woman feel lucky?
[08:08.85]21. How to handle work-life balance according to the woman?
[08:29.56]22. How to get rid of gender prejudice?
[08:48.56]Conversation Two
[08:50.81]M: We’re having a debate on advertising tomorrow and I have to take part.
[08:56.01]W: That’s interesting. I would like to hear
[08:58.21]what young people think about advertising.
[09:01.20]M: Well, we wouldn’t know what to buy
[09:03.47]if we didn’t have advertisements.
[09:05.96]And what’s more, we would not know
[09:07.88]what is more fashionable and more reasonable in price.
[09:11.78]W: Yes, that’s true on some level.
[09:14.39]Advertisements provide information that we need.
[09:17.61]If someone has produced a new article,
[09:20.37]naturally the seller wants to tell us about it.
[09:23.27]M: Yes, and advertisements tell us which product is the best.
[09:28.12]W: Do they? I don’t think so.
[09:30.49]Every manufacturer says that his product is the best,
[09:34.06]or at least tries to give us that kind of impression.
[09:37.89]Only one can be the best, so the others are misleading us, aren’t they?
[09:42.88]M: Well, in a way, I suppose, but we don’t have to believe them, do we?
[09:48.33]W: Are you saying that advertisements aren’t effective?
[09:51.83]I don’t think that intelligent businessmen
[09:54.17]would spend millions of dollars on advertising
[09:57.14]if nobody believed the advertisements, do you?
[10:00.65]M: Perhaps not, but after all, it’s their money that they’re spending.
[10:05.29]W: Is it? I don’t think so.
[10:07.84]The cost of advertising is added to the price of the article.
[10:12.23]You and I and all the other people
[10:14.26]who buy the article pay for the advertising!
[10:17.58]M: Well, I suppose we get something for our money—some information.
[10:22.47]W: Yes, but don’t forget it’s often misleading information,
[10:27.03]and sometimes harmful.
[10:30.22]Questions 23 to 25 are based on the conversation you have just heard.
[10:36.38]23. What is the man going to do?
[10:55.64]24. Why are advertisements NOT reliable?
[11:15.50]25. Who pay for the advertising according to the woman?

[11:36.11]Section B
[11:38.08]Directions: In this section,
[11:41.75]you will hear 3 short passages,
[11:45.49]at the end of each passage,
[11:47.43]you will hear some questions.
[11:49.92]Both the passage and the questions
[11:52.41]will be spoken only once.
[11:56.03]After you hear a question,
[11:58.17]you must choose the best answer
[12:00.55]from the four choices marked A), B), C) and D).
[12:05.40]Then mark the corresponding letter on Answer Sheet 2
[12:09.33]with a single line through the centre.
[12:12.92]Passage One
[12:14.35]Grasslands need time to rest when cattle
[12:17.03]and other animals feed on them.
[12:19.39]Moving animals from one area of pasture to another
[12:23.13]can provide the time needed for new growth.
[12:26.42]This is called rotational grazing, and here we discuss how it works.
[12:32.06]Experts say rotational grazing is good for the land and the animals,
[12:36.77]and it can save money.
[12:39.00]This form of grazing can reduce the need for pesticide treatments
[12:43.17]by reducing the growth of weeds.
[12:45.70]And it can limit the need for chemical fertilizers
[12:49.06]by letting animal waste do the job of natural fertilizer.
[12:53.71]Rotational grazing can even help prevent wildfires
[12:57.46]by keeping grasslands in good condition.
[13:00.82]Letting animals feed continually and intensively
[13:03.99]in the same grazing areas can require costly replanting.
[13:09.54]Animals eat the most desirable growth first.
[13:12.88]When that keeps happening, the roots do not have enough time to recover.
[13:17.40]As a result, less desirable plants may replace them.
[13:21.92]Intensively used grasslands are also harmed as the soil
[13:25.84]is continually crushed under the weight of heavy animals.
[13:30.32]And the animals usually avoid their own waste,
[13:33.73]so that reduces the amount of good grazing space even more.
[13:38.74]Farmers can start rotational grazing by removing animals from a pasture
[13:43.85]when the grass is eaten to less than five centimeters.
[13:47.98]The pasture is then kept empty
[13:50.12]until the grass grows to more than fifteen centimeters high.
[13:54.57]Experts say sheep and goats may require special preparations.
[13:59.92]They may need stronger fences than other animals.
[14:03.39]And while they eat the grass, they may need guard animals to protect them
[14:07.85]from animals that would like to eat them.
[14:11.49]Questions 26 to 29 are based on the passage you have just heard.
[14:17.78]26. What is the advantage of rotational grazing?
[14:37.94]27. Which kind of grazing may cost much?
[14:57.58]28. Why are intensively used grasslands harmed?
[15:17.84]29. When can farmers remove animals from one place to another?

[15:38.57]Passage Two
[15:40.50]The World Health Organization is urging countries to follow six policies
[15:45.37]to prevent millions of deaths linked to tobacco use.
[15:50.09]The six policies are known as MPOWER, spelled M-P-O-W-E-R.
[16:00.02]The letter M means “monitoring tobacco use and prevention policies”.
[16:05.26]The P is for “protecting people by establishing smoke-free areas”.
[16:10.77]O is for “offering services to help people stop smoking”.
[16:15.79]W means “warning people about the dangers of tobacco”.
[16:20.40]E is for “enforcing bans on tobacco advertising and other forms of marketing”.
[16:26.66]And R, for “raising taxes on tobacco”.
[16:31.18]A World Health Organization report says raising taxes
[16:35.09]is the single most effective way to reduce tobacco use.
[16:39.77]A study found that governments now collect
[16:42.20]an average of five hundred times more money in tobacco taxes each year
[16:46.97]than they spend on control efforts.
[16:50.50]The report says tobacco now causes more than 5 million deaths a year.
[16:56.13]It predicts this number will rise to more than 8 million by the year 2030.
[17:02.44]By the end of the century, it says, tobacco could kill one billion people—ten times
[17:09.04]as many as in the 20th century.
[17:12.00]Tobacco companies face increasingly restrictive marketplaces in many wealthier countries.
[17:18.40]The industry is now aiming at the developing world, especially young women.
[17:24.03]The report says large numbers of people do not yet know the danger of smoking.
[17:29.86]W.H.O. Director General Margaret Chan notes that tobacco hurts economies in two ways.
[17:37.11]One is through reduced productivity among workers
[17:40.61]who get lung cancer or other diseases linked to tobacco use.
[17:45.80]The other way is through high health care costs for treating those diseases.
[17:51.84]Questions 30 to 32 are based on the passage you have just heard.
[17:58.55]30. Which is the most effective way to reduce tobacco use?
[18:18.74]31. Why do tobacco companies aim at developing countries?
[18:39.42]Question 32. how does tobacco affect economy?

[18:58.72]Passage Three
[19:00.16]Volunteers across the United States have begun searching for clues
[19:04.56]about rising temperatures on Earth.
[19:07.43]A nationwide study is seeking volunteers to look for changes
[19:11.67]in flowers and flowering plants.
[19:14.46]They are being asked to keep records of their observations in a database on the Internet.
[19:20.30]Study organizers say the information will give scientists
[19:24.02]a better understanding of climate change. The study, called Project Budburst,
[19:30.35]is to continue all year.
[19:32.87]This will permit the observation of all plants in different parts of the country.
[19:38.23]Plant lovers, students and other people in every state are welcome to take part.
[19:44.83]The goal of the study is to help people of all ages understand the changing link
[19:50.07]between climate, seasons and plants.
[19:53.04]It also gives them a way to share their findings with others through the Internet.
[19:58.18]Each volunteer agrees to watch one or more plants, usually a flower, plant or tree.
[20:05.13]Volunteers can get help from the project’s website.
[20:08.87]It suggests more than 60 trees and flowers with information about each of them.
[20:14.72]Volunteers can also add their own choices.
[20:18.28]Sandra Henderson is project coordinator for Project Budburst.
[20:23.45]She says climate change may be affecting our communities
[20:27.00]in ways that we do not notice.
[20:29.70]Many different kinds of plants and animals are affected by climate change.
[20:34.97]Rising temperatures cause some plants to extend their growing periods.
[20:39.89]Many insects reproduce and develop because of increasing sunlight instead of temperature.
[20:46.76]This can cause a difference between the behavior of insects like bees and flowers
[20:52.36]that open much earlier than the insects expect.
[20:56.23]This problem has already been reported across many parts of the world.
[21:01.86]Questions 33 to 35 are based on the passage you have just heard.
[21:09.12]33. What is the purpose of Project Budburst?
[21:29.22]34. What are the volunteers supposed to do?
[21:48.91]35. What do the rising temperatures cause?

[22:08.83]Section C
[22:10.96]Directions: In this section,
[22:14.00]you will hear a passage three times.
[22:17.70]When the passage is read for the first time,
[22:20.66]you should listen carefully for its general idea.
[22:25.17]When the passage is read for the second time,
[22:28.09]you are required to fill in the blanks
[22:31.24]numbered from 36 to 43 with the exact words
[22:36.66]you have just heard.
[22:39.21]For the blanks numbered from 44 to 46
[22:43.33]you are required to fill in the missing information.
[22:48.33]For these blanks,
[22:49.72]you can either use the exact words
[22:52.36]you have just heard
[22:54.04]or write down the main points
[22:56.44]in your own words.
[22:59.36]Finally,
[23:00.44]when the passage is read for the third time,
[23:03.59]you should check what you have written.
[23:06.78]Now listen to the passage.
[23:10.88]International students are allowed to work for the college or university
[23:15.34]they attend or for a business at the school.
[23:18.70]But the business must directly provide a service to students.
[23:23.15]You could work at the bookstore, but not for a construction company
[23:27.31]that is building something on campus.
[23:29.79]Also, a foreign student cannot displace an American citizen in a job.
[23:35.66]International students can work twenty hours a week while attending classes;
[23:40.83]more during school breaks.
[23:43.06]Foreign students normally cannot take a job that has no connection to their school.
[23:48.73]But the government may give permission if students are suddenly faced with a situation
[23:54.17]that is out of their control. Examples include large medical bills,
[23:59.29]the loss of financial aid or an unexpected change in the financial condition of their source
[24:05.42]of support. Students must also meet other conditions.
[24:10.42]Government approval is given on a case-be-case basis.
[24:15.40]Students must reapply after a year if they want to continue an off-campus job.
[24:21.42]Foreign students who will be attending graduate school can apply for some jobs
[24:26.22]before they come to the United States.
[24:29.36]A good example is a university job like a teaching or research assistantship.
[24:35.63]Many universities now provide language training to foreign teaching assistants
[24:40.61]to help them improve their English.
[24:43.41]Some schools require foreign students to pass an English speaking test
[24:47.73]before they are permitted to teach.
[24:50.71]International student offices at schools have to provide information
[24:55.18]on students each term to the Department of Homeland Security.
[25:00.27]Students who violate the terms of their visa by working off-campus
[25:04.76]without permission could be sent home.
[25:10.11]Now the passage will be read again.
[25:14.35]International students are allowed to work for the college or university
[25:18.80]they attend or for a business at the school.
[25:22.17]But the business must directly provide a service to students.
[25:26.56]You could work at the bookstore, but not for a construction company
[25:30.64]that is building something on campus.
[25:33.26]Also, a foreign student cannot displace an American citizen in a job.
[25:39.06]International students can work twenty hours a week while attending classes;
[25:44.31]more during school breaks.
[25:46.52]Foreign students normally cannot take a job that has no connection to their school.
[25:52.20]But the government may give permission if students are suddenly faced with a situation
[25:57.57]that is out of their control. Examples include large medical bills,
[26:02.71]the loss of financial aid or an unexpected change in the financial condition of their source
[26:08.51]of support. Students must also meet other conditions.
[26:13.82]Government approval is given on a case-be-case basis.
[26:18.74]Students must reapply after a year if they want to continue an off-campus job.
[26:24.80]Foreign students who will be attending graduate school can apply for some jobs
[26:29.66]before they come to the United States.
[27:22.16]A good example is a university job like a teaching or research assistantship.
[27:28.44]Many universities now provide language training to foreign teaching assistants
[27:33.41]to help them improve their English.
[27:36.31]Some schools require foreign students to pass an English speaking test
[27:40.51]before they are permitted to teach.
[28:32.82]International student offices at schools have to provide information
[28:37.23]on students each term to the Department of Homeland Security.
[28:42.26]Students who violate the terms of their visa by working off-campus
[28:46.77]without permission could be sent home.
[29:39.56]Now the passage will be read for the third time.
[29:44.78]International students are allowed to work for the college or university
[29:49.23]they attend or for a business at the school.
[29:52.64]But the business must directly provide a service to students.
[29:57.07]You could work at the bookstore, but not for a construction company
[30:01.19]that is building something on campus.
[30:03.70]Also, a foreign student cannot displace an American citizen in a job.
[30:09.55]International students can work twenty hours a week while attending classes;
[30:14.78]more during school breaks.
[30:16.98]Foreign students normally cannot take a job that has no connection to their school.
[30:22.70]But the government may give permission if students are suddenly faced with a situation
[30:28.06]that is out of their control. Examples include large medical bills,
[30:33.18]the loss of financial aid or an unexpected change in the financial condition of their source
[30:39.05]of support. Students must also meet other conditions.
[30:44.30]Government approval is given on a case-be-case basis.
[30:49.09]Students must reapply after a year if they want to continue an off-campus job.
[30:55.24]Foreign students who will be attending graduate school can apply for some jobs
[31:00.29]before they come to the United States.
[31:03.23]A good example is a university job like a teaching or research assistantship.
[31:09.61]Many universities now provide language training to foreign teaching assistants
[31:14.41]to help them improve their English.
[31:17.26]Some schools require foreign students to pass an English speaking test
[31:21.61]before they are permitted to teach.
[31:24.58]International student offices at schools have to provide information
[31:29.16]on students each term to the Department of Homeland Security.
[31:34.24]Students who violate the terms of their visa by working off-campus
[31:38.66]without permission could be sent home.
[31:43.58]This is the end of listening comprehension.
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