介绍:
[00:15.16]College English Test Band 6
[00:19.73]Part II Listening Comprehension
[00:23.26]Setion A
[00:26.04]Directions: In this section,
[00:28.54]you will hear two long conversations.
[00:31.16]At the end of each conversation,
[00:33.05]you will hear some questions.
[00:35.60]Both the conversation and the questions will be spoken only once.
[00:39.70]After you hear a question,
[00:41.91]you must choose the best answer from the four choices marked A), B), C) and D).
[00:48.77]Then mark the corresponding letter on Answer Sheet 1
[00:52.16]with a single line through the centre.
[00:54.84]Conversation One
[00:57.45]W: Good afternoon. How can I help you?
[00:59.50]M: Good afternoon.
[01:01.09]I am looking for some computer software.
[01:04.05]W: Please tell me what it'll be used for,
[01:06.60]so I can help.
[01:08.52]M: For after-school tutorials.
[01:10.54]You see, I'm a teacher at a secondary school,
[01:13.72]and I'm starting up a program
[01:15.51]to help some of the kids improve their maths scores.
[01:18.33]W: Ok, great.
[01:20.28]We have two pricing schemes-one is for personal use,
[01:23.85]and the other is for use at educational institutions.
[01:27.59]M: I'd be interested in the latter.
[01:29.94]Now, what kinds of programs would you recommend?
[01:32.97]W: Well, first of all,
[01:34.43]tell me something about your students and their learning needs.
[01:38.61]M: Well, they are all in their last year of school
[01:41.42]and are worried about the college entrance examinations
[01:44.54]that they will have to take at the end of this year.
[01:47.90]It's not that they are doing poorly in maths;
[01:50.57]it's more that they want extra practice.
[01:53.74]W: I think we have just the thing.
[01:56.47]It's a program which is specially designed
[01:59.02]for the type of questions students are likely to face
[02:01.86]in university entrance examinations.
[02:04.58]There are many different subjects,
[02:06.82]including one focusing on mathematics.
[02:09.67]It's called the College Prep series.
[02:12.23]M: Sounds good.
[02:14.27]W: The course itself is divided into 8 modules,
[02:17.53]and each module has 5 lessons.
[02:20.51]Each lesson takes about an hour to complete.
[02:24.06]And... before you make a final decision,
[02:26.78]I'd like to show you our catalogue
[02:29.07]so that you can compare prices
[02:30.99]and have a look at some of our other software.
[02:34.26]I want you to be sure that you are buying the product
[02:37.01]that's best for your students.
[02:39.10]M: Thanks.
[02:40.86]Questions 1 to 4 are based on the conversation you have just heard.
[02:48.96]1. What is the man looking for?
[03:06.28]2. What do we learn about the man's students?
[03:26.76]3. What do we learn about the College Prep series?
[03:46.02]4. Why does the woman show the catalogue to the man?
[04:04.64]Conversation Two
[04:06.86]M: Interesting lecture today,
[04:08.43]didn't you think?
[04:09.86]W: Well, I suppose.
[04:11.60]But I've never heard of the Bauhaus,
[04:13.84]so I'm not clear on something.
[04:16.31]Was it some place you should go to,
[04:19.28]or was it more of a genre or a movement of some sort,
[04:23.22]you know, like the Brooklyn impressionism?
[04:25.90]M: No.
[04:27.48]It was an actual design school located in Germany,
[04:30.50]founded by Walter Gropius.
[04:33.01]His goal was to combine technical skills and artistic talent
[04:36.81]and by doing this
[04:38.56]create a new form of architecture and applied arts.
[04:42.70]W: OK, so that explains why the professor mentioned
[04:46.37]how certain people had to study
[04:48.54]with both a crafts person and an artist.
[04:51.58]M: Right. Before anybody
[04:53.57]could actually begin their formal training,
[04:55.96]they had to take workshops
[04:58.08]where they were taught both by a crafts person,
[05:00.93]who emphasized technical expertise, and an artist.
[05:04.62]W: Interesting!
[05:06.19]M: And the Bauhaus founders also departed
[05:09.03]from the notion of arts being a form of luxury object.
[05:13.11]They wanted to produce functional art to be enjoyed by everybody,
[05:17.02]not just the wealthy.
[05:19.18]W: Weren't they making some sort of social statements?
[05:22.65]M: Perhaps... I don't know.
[05:25.31]But it did mean that Bauhaus' creations
[05:27.92]have their own artistic beauty.
[05:30.59]And, instead of being individually hand-crafted
[05:33.32]like something you see in the...
[05:35.32]I don't know, Gothic cathedral,
[05:37.73]they were produced by machines in large quantities.
[05:41.09]W: Is the Bauhaus still around?
[05:43.09]M: I don't think so.
[05:45.06]But judging by the amount of time on our class schedule,
[05:48.50]its great effects still remain.
[05:52.10]Questions 5 to 8 are based on the conversation you have just heard.
[05:57.97]5. According to the conversation, what is Bauhaus?
[06:19.20]6. What should a person do before taking his formal training?
[06:41.62]7. What would the Bauhaus founders most probably agree to?
[07:00.94]8. What do we know about the Bauhaus' creations?
[07:21.25]Section B
[07:25.39]Directions: In this section,
[07:27.94]you will hear two passages.
[07:30.04]At the end of each passage,
[07:31.95]you will hear some questions.
[07:33.94]Both the passage and the questions will be spoken only once.
[07:37.72]After you hear a question,
[07:39.62]you must choose the best answer from the four choices
[07:43.17]marked A), B), C) and D).
[07:46.49]Then mark the corresponding letter on Answer Sheet 1
[07:49.84]with a single line through the centre.
[07:52.76]Passage One
[07:55.09]The problem of leisure is new.
[07:57.15]Until very recent times people worked
[07:59.86]each day to the limit of their strength.
[08:02.30]Of course there were always a privileged few who had leisure;
[08:06.05]but most men had to work 12, 14,
[08:09.13]or even 16 hours a day, six days a week.
[08:13.21]As late as 1840 the average factory worker labored 72 hours a week.
[08:19.91]"Sunup to sundown" was the farmer's day,
[08:22.83]or as another phrase puts it,
[08:25.01]"from can to can't."
[08:27.49]Today, working less than a 40-hour week,
[08:30.53]people enjoy more leisure time.
[08:32.81]Hence, the wise use of leisure time
[08:35.32]has become an important problem for everyone, young or old.
[08:39.90]It is a particularly difficult problem for the sick, the aged,
[08:44.23]and those who have retired from earning a living.
[08:47.97]Those people have so much leisure that it is hard for them
[08:51.56]to find interesting and worthwhile ways to use it.
[08:55.42]However short the work week becomes,
[08:58.31]work is still the most important part of life.
[09:01.76]We do not work to get leisure
[09:03.83]and the pleasures leisure brings us; rather,
[09:06.55]we use leisure wisely so that work itself
[09:09.92]can become awarding and enjoyable.
[09:12.18]The feeling of success at doing one's daily work
[09:15.46]-whether it is a job,
[09:17.44]maintaining a home, or going to school
[09:19.73]-depends largely on coming to it
[09:22.61]each day with fresh energy and active interest.
[09:25.92]Leisure and recreation go together,
[09:28.37]though they are not necessarily the same thing.
[09:31.69]"Recreation" has an obvious meaning.
[09:34.60]It is the kind of leisure activity
[09:36.87]that brings "re-creation" of strength and spirit.
[09:40.33]When one speaks of making good use of leisure,
[09:44.10]he means choosing recreational activities
[09:47.27]which contribute to health, growth, and spirit.
[09:52.56]Questions 9 to 11 are based on the passage you have just heard.
[09:58.89]9. What does the speaker say about the workers in the past?
[10:19.83]10. According to the speaker,
[10:21.77]what is the important problem for everyone nowadays?
[10:42.30]11. What does the feeling of success at doing one's daily work depend on?
[11:04.79]Passage Two
[11:07.38]American Indians grew and smoked tobacco
[11:11.12]before Columbus came to America.
[11:14.21]The tobacco industry has been large
[11:16.80]and important for America's economy ever
[11:20.03]since colonial farmers grew tobacco for export 300 years ago.
[11:25.39]Even today tobacco is grown in large quantities
[11:29.38]along America's Eastern Coast.
[11:32.58]Since the 1800's the most common form of smoking tobacco
[11:36.87]is in cigarettes.
[11:39.10]Men and women of all ages smoke cigarettes
[11:42.43]and there are dozens of brands sold in the U.S.
[11:46.40]Nearly all cigarettes now sold have filters.
[11:50.76]Pipe smoking has some popularity and cigars
[11:54.46]are usually only smoked by older men.
[11:57.75]Over the past fifteen years,
[12:00.27]many people have stopped smoking.
[12:03.13]This movement away from cigarettes began
[12:06.26]when lung cancer and other ailments were linked to smoking.
[12:11.65]In the 1970's when taxes on cigarettes were greatly increased,
[12:16.13]cigarette smoking became much more expensive.
[12:20.07]Since the late 1970's physical fitness
[12:23.37]has become a major aim of millions of Americans.
[12:27.61]These three factors have been the major causes
[12:30.55]for many people to stop smoking.
[12:34.02]Today in the U.S. cigarette smoking is restricted in many ways.
[12:39.27]When smokers are in restaurants,
[12:41.97]on trains and in public buildings,
[12:43.97]they may smoke only in designated areas.
[12:47.61]When they are on public buses,
[12:49.83]in theaters and in classrooms,
[12:52.05]they may not smoke at all.
[12:54.74]Cigarettes are not advertised on television or radio.
[12:59.20]A notice is on every package of cigarettes sold in America
[13:03.27]warning that smoking is dangerous to health.
[13:06.84]These regulations have reduced cigarette smoking very much
[13:10.78]since they were instituted.
[13:13.63]Smoking is on the decline.
[13:17.78]Questions 12 to 15 are based on the passage you have just heard.
[13:22.55]12. What does the speaker say about cigars?
[13:42.64]13. Why did cigarette smoking become much more expensive in the 1970s'?
[14:05.59]14. What should the smokers do if they want a cigarette on trains in the U.S.?
[14:27.96]15. What can we learn about the notice on every package of cigarettes?
[14:47.33]Section C
[14:49.41]Directions: In this section,
[14:51.73]you will hear recordings of lectures or talks followed by some questions.
[14:56.80]The recordings will be played only once.
[14:59.85]After you hear a question,
[15:01.76]you must choose the best answer from the four choices marked A), B), C) and D).
[15:08.53]Then mark the corresponding letter on Answer Sheet 1
[15:11.91]with a single line through the centre.
[15:15.48]Now listen to the following recording and answer questions 16 to 18.
[15:21.66]Last time we were talking about the need for advertising.
[15:25.51]Now, let’s look at how you can successfully call attention to the service
[15:30.78]or product you want to sell.
[15:33.08]To succeed, you’ve got to develop a systematic approach.
[15:37.49]But what does a systematic advertising plan look like?
[15:40.98]Well, it covers what we call—
[15:43.84]the “Four Ms”: Market, Media, Money, Message.
[15:49.37]All are important areas to focus on
[15:52.02]when creating your advertising plan.
[15:55.14]The First step is to look at your Market,
[15:58.14]that’s the people who might become customers,
[16:00.80]buyers of your service or product.
[16:03.50]You need to know all about your possible customers:
[16:06.72]Who are they? What age group are they?
[16:09.91]What do they like, or dislike? How do they shop?
[16:13.97]Next, Media. You need to figure out:
[16:17.30]Which media you should advertise through?
[16:19.91]Which media will reach your intended audience?
[16:22.86]So, you do research,
[16:25.06]trying to determine which media will reach the most potential customers
[16:28.78]for the lowest cost.
[16:31.04]For instance, if you have a product, that teachers would like,
[16:34.60]then teache
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