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[00:02.63]College English Test Band 6[00:05.70]Part Ⅱ Listening Comprehension[00:09.80]Section A[00:11.36]Directions: In this section,[00:13.91]you will hear two long conversations.[00:17.77]At the end of each conversation,[00:20.16]you will hear some questions.[00:22.36]Both the conversation and the questions[00:25.05]will be spoken only once.[00:27.74]After you hear a question,[00:30.02]you must choose the best answer[00:31.99]from the four choices marked A), B), C) and D).[00:37.11]Then mark the corresponding letter[00:39.64]on Answer Sheet 1 with a single line[00:42.36]through the centre.[00:44.18]Conversation One[00:48.12]M: A recent case I heard was of a man accused[00:51.44]and found guilty of breaking into a house[00:53.66]and stealing some money.[00:55.38]W: Well, was he really guilty, Judge?[00:57.92]M: He admitted that he’d done it,[01:00.28]and there were several witnesses saying[01:02.75]that he had indeed done it.[01:04.89]So I can only assume that he was guilty.[01:08.07]W: Why did he do it?[01:09.60]M: Well, the reasons were a little muddied.[01:12.03]Probably at least it seemed in a trial[01:14.54]that he did it to get some money to feed his family.[01:17.81]You see, he’d been out of work for some time.[01:21.42]W: Well, he’d been out of work[01:23.12]and he chose to break into a house[01:24.95]to get money for his family and apparently[01:27.44]in front of people that, er. . .[01:30.12]could see him do it.[01:31.91]M: His attorney presented testimony[01:34.10]that he had indeed applied for jobs[01:36.61]and was listed with several employment agencies,[01:39.78]including the State Employment Agency,[01:42.23]but there weren’t any jobs.[01:44.81]W: And he had no luck![01:47.15]M: He had no luck and it’d been some time.[01:50.50]He had two children and both of them[01:53.09]were needing food and clothing.[01:54.93]W: So he was in desperate circumstances.[01:57.92]Did you sentence him?[01:59.46]M: Yes.[02:00.76]W: But what good does it do[02:02.36]to put the man into jail[02:03.74]when he’s obviously in such need?[02:06.16]M: This particular fellow has been in prison before.[02:09.27]W: For the same thing?[02:10.63]M: No, for a different sort of crime.[02:13.08]W: Huh?[02:13.88]M: But he did know about crime,[02:16.21]so I suppose there are folks that just[02:18.47]have to go back to prison several times.[02:22.24]Questions 1 to 4 are based[02:23.73]on the conversation you have just heard.[02:26.31]1. What did the judge say[02:29.07]about the case he recently heard?[02:44.61]2. What do we learn about the man[02:47.16]at the time of the crime?[03:01.95]3. What do we learn about[03:04.40]the accused man’s family?[03:19.91]4. What did the judge say about the accused?[03:36.87]Conversation Two[03:38.79]M: Ah, how do you do, Miss Wenzmore?[03:41.59]W: How do you do?[03:42.51]M: Do sit down.[03:43.52]W: Thank you.[03:44.66]M: I’m glad you’re interested in our job.[03:47.18]Now, let me explain it.[03:49.08]We plan to increase our advertising considerably.[03:52.61]At present,[03:53.54]an advertising agency handles our account,[03:56.22]but we haven’t been too pleased[03:58.53]with the results lately[03:59.62]and we may give our account to another agency.[04:02.99]W: What would my work entail?[04:04.71]M: You’d be responsible to me[04:06.53]for all advertising and[04:08.21]to Mr. Grunt for public relations.[04:10.87]You’d brief the agency[04:12.69]whoever it is on the kind of[04:14.20]advertising campaign we want.[04:16.23]You would also be responsible[04:17.79]for getting our leaflets,[04:19.23]brochures and catalogs designed.[04:21.48]W: I presume you advertise[04:22.76]in the national press as well as the trade press.[04:25.41]M: Yes, we do.[04:27.03]W: Have you thought about advertising on television?[04:29.85]M: We don’t think it’s a suitable medium for us.[04:33.28]And it’s much too expensive.[04:35.24]W: I can just imagine a scene[04:37.43]with a typist sitting on an old-fashioned typing chair,[04:40.91]her back aching, exhausted,[04:43.29]then we show her in one of your chairs,[04:45.51]her back properly supported,[04:47.37]feeling full of energy,[04:49.04]typing twice as quickly.[04:50.81]M: Before you get carried away[04:52.57]with your little scene, Miss Wenzmore,[04:54.07]I regret to have to tell you again[04:56.18]that we are not planning to go into television.[04:58.96]W: That’s a shame.[05:00.33]I’ve been doing a lot of television work lately[05:02.66]and it interests me enormously.[05:04.71]M: Then I really don’t think[05:06.37]that this is quite the right job for you here, Miss Wenzmore.[05:10.89]Questions 5 to 8 are based[05:12.64]on the conversation you have just heard.[05:15.71]5. What does the man think of[05:19.16]their present advertising agency?[05:35.18]6. What would the woman[05:38.70]be responsible for to Mr. Grunt?[05:55.11]7. What is the woman most interested in doing?[06:13.05]8. What does the man think[06:16.13]of the woman applicant?[06:31.43]Section B[06:32.77]Directions: In this section,[06:35.06]you will hear two passages.[06:37.82]At the end of each passage,[06:39.82]you will hear some questions.[06:42.04]Both the passage and the questions[06:44.13]will be spoken only once.[06:46.89]After you hear a question,[06:49.03]you must choose the best answer[06:50.71]from the four choices marked A), B), C) and D).[06:55.54]Then mark the corresponding letter[06:57.88]on Answer Sheet 1 with a single line[07:00.62]through the centre.[07:03.10]Passage One[07:04.75]Many foreign students[07:06.34]are attracted not only to the academic programs[07:09.12]at a particular US college but also[07:11.68]to the larger community,[07:13.35]which affords the chance[07:14.57]to soak up the surrounding culture.[07:17.35]Few foreign universities put much emphasis[07:20.57]on the cozy communal life[07:22.40]that characterizes American campuses[07:24.65]from clubs and sports teams[07:26.62]to student publications and drama societies.[07:30.57]“The campus and the American university[07:32.57]have become identical in people’s minds,”[07:35.60]says Brown University President Vartan Gregorian.[07:39.12]“In America, it is assumed that a student’s[07:42.10]daily life is as important as his learning experience.”[07:46.15]Foreign students also come in search of choices.[07:50.22]America’s menu of options—research universities,[07:53.23]state institutions,[07:54.59]private liberal-arts schools,[07:56.26]community colleges,[07:57.74]religious institutions,[07:59.32]military academies—is unrivaled.[08:02.55]“In Europe,” says history professor Jonathan Steinberg,[08:05.84]who has taught at both Harvard and Cambridge,[08:08.40]“there is one system,[08:09.91]and that is it. ”[08:11.71]While students overseas usually[08:13.44]must demonstrate expertise in a specific field,[08:16.45]whether law or philosophy or chemistry,[08:19.05]most American universities insist[08:21.60]that students sample natural and social sciences,[08:25.48]languages and literature[08:26.86]before choosing a field of concentration.[08:30.39]Such opposing philosophies grow out of[08:32.69]different traditions and power structures.[08:35.35]In Europe and Japan,[08:37.11]universities are answerable only[08:39.36]to a Ministry of Education,[08:41.36]which sets academic standards[08:43.34]and distributes money.[08:45.41]While centralization ensures that all students[08:48.20]are equipped with roughly the same resources[08:50.43]and perform at roughly the same level,[08:52.83]it also discourages experimentation.[08:55.99]“When they make mistakes,[08:58.28]they make big ones,”[08:59.83]says Robert Rosenzweig,[09:01.72]president of the Association of American Universities.[09:05.26]“They set a system in wrong directions,[09:07.94]and it’s like steering a supertanker. ”[09:11.18]Questions 9 to 12 are based[09:13.07]on the passage you have just heard.[09:15.90]9. What does the speaker say[09:18.76]characterizes American campuses?[09:35.01]10. What does Brown University President[09:38.39]Vartan Gregorian say about students’ daily life?[09:56.10]11. In what way is the United States[09:59.51]unrivaled according to the speaker?[10:17.08]12. What does the speaker say[10:19.64]about universities in Europe and Japan?[10:37.76]Passage Two[10:39.60]Hello, ladies and gentlemen.[10:40.99]Welcome aboard your sea-link ferry[10:43.02]from Folkestone to Boulogne[10:44.69]and wish you a pleasant trip with us.[10:47.13]We are due to leave Folkestone[10:48.77]in about five minutes and a journey[10:50.72]to Boulogne will take approximately two hours.[10:53.80]We are getting good reports[10:55.56]of the weather in the Channel and in France,[10:58.03]so we should have a calm crossing.[11:00.22]Sun and temperatures of 30 degrees[11:02.82]Celsius are reported on the French coast.[11:05.36]For your convenience on the journey,[11:07.80]we’d like to point out that there[11:08.97]are a number of facilities available on board.[11:12.02]There’s a snack bar serving sandwiches[11:14.51]and hot and cold refreshments situated[11:16.74]in the front of A deck.[11:19.16]There’s also a restaurant serving[11:20.45]hot meals situated on B deck.[11:23.67]If you need to change money[11:24.99]or cash travellers’ checks,[11:26.82]we have a bank on board.[11:28.77]You can find the bank on C deck[11:30.60]between the ship’s office and the duty-free shop.[11:33.85]Toilets are situated on B deck[11:36.39]at the rear of the ship and on A deck[11:38.61]next to the snack bar.[11:40.43]For the children,[11:41.58]there’s a games room on C deck[11:43.29]next to the duty-free shop.[11:45.62]Here children can find a variety[11:47.62]of electronic games.[11:49.60]Passengers are reminded that the lounge[11:51.93]on B deck is for the sole use[11:53.72]of passengers travelling with cars[11:55.51]and that there is another lounge[11:57.20]on C deck at the front of the ship[11:59.17]for passengers travelling without cars.[12:01.94]Finally, ladies and gentlemen,[12:04.06]we’d like to wish you a pleasant journey[12:05.76]and hope that you’ll travel with us again[12:08.03]in the near future.[12:10.92]Questions 13 to 15 are based[12:13.47]on the passage you have just heard.[12:16.59]13. What does the speaker say about the sea-link ferry?[12:35.80]14. Where is the snack bar situated?[12:53.72]15. What does the speaker say[12:56.88]about the lounge on B deck?[13:21.63]Section C[13:22.65]Directions: In this section,[13:25.66]you will hear recordings of lectures[13:28.00]or talks followed by some questions.[13:30.98]The recordings will be played only once.[13:33.75]After you hear a question,[13:35.23]you must choose the best answer[13:37.18]from the four choices marked A), B), C) and D).[13:42.06]Then mark the corresponding letter[13:44.36]on Answer Sheet 1 with a single line[13:46.86]through the centre.[13:48.72]Now listen to the following recording[13:50.40]and answer questions 16 to 18.[13:54.13]Good morning,[13:54.85]everyone.[13:55.60]Today I'd like to say something about bullying.[13:58.06]A popular expression goes,[14:00.12]“What does not kill us makes us stronger. ”[14:03.26]But when it comes to being bullied,[14:05.04]that may not be the case.[14:07.04]Increasing evidence suggests[14:08.36]that the effects of being bullied[14:10.00]do not end with childhood.[14:11.66]The psychological and physical damage,[14:14.31]such as anxiety and depression,[14:16.22]can continue into adulthood.[14:18.03]A recent Duke University report shows[14:20.96]that bullying can have permanent effects.[14:23.18]The report is based on research that began in 1993.[14:27.38]The Great Smoky Mountains study[14:29.26]observed 1 420 children[14:31.47]from western North Carolina for years.[14:35.55]The scientists followed the people[14:37.06]as they went through childhood to teen years[14:39.82]and into young adulthood.[14:41.54]The research showed that those[14:43.32]who were bullied[14:44.26]can develop long-term mental health problems[14:46.67]as young adults.[14:47.96]It also showed that adults[14:49.48]who were bullied as children[14:50.83]have higher levels of C-reactive protein,[14:53.83]or CRP.[14:55.39]CRP is a sign of nervous tension on the body.[14:58.17]Higher levels of CRP[15:00.20]usually mean health problems later in life.[15:03.14]The Great Smoky Mountains study[15:05.02]also found something completely new[15:07.46]about bullying.[15:08.95]It seems that the bullies were healthier[15:10.62]than the bullied-at least[15:12.45]when talking about CRP levels.[15:14.34]The study found that those subjects[15:16.24]who had never been bullied,[15:18.13]but had bullied others,[15:19.56]had the lowest levels of CRP.[15:21.89]William Copeland led the study.[15:23.67]He is a professor of psychiatry[15:25.74]and behavioral sciences[15:26.93]at Duke University Medical Center[15:29.11]in North Carolina.[15:30.53]He says a higher social standing[15:32.50]for bullies might explain their lower CRP levels.[15:36.12]Experts on bullying worry about that message.[15:38.95]Catherine Bradshaw is deputy director[15:41.68]of the Johns Hopkins Center for the Prevention[15:43.91]of Youth Violence in Baltimore, Maryland.[15:46.10]She warns that lower CRP levels[15:48.27]might just represent a difference[15:50.36]in the basic biology.[15:51.89]Ms. Bradshaw says that a health gain[15:54.00]should not be understood as permission to bully.[15:56.32]Mr. Copeland says bullying[15:58.16]is a serious childhood experience[16:00.31]that is no longer found only at schools[16:02.78]and on playgrounds.[16:04.11]Online or cyberbullying can[16:06.16]make even a child's home feel unsafe.[16:08.95]Some children who are bullied[16:10.63]have killed themselves.[16:11.80]Sometimes bullies even kill their victims.[16:14.84]Mexico's president Enrique Pena Nieto[16:17.98]is dealing with such a tragedy now.[16:20.39]A 12-year old boy died last month a week[16:23.58]after he was physically bullied at school.[16:25.51]The family of Hector Alejandro Mendez Ramirez[16:29.31]say that bullies threw the boy into a wall.[16:31.69]He died later of head injuries.[16:34.34]Mr. Pena Nieto has sworn to[16:36.87]fight bullying in Mexican schools.[16:39.14]I hope we can all pitch in to stop bullying[16:41.64]whether in the real world or on the Internet.[16:44.31]16. What problems will adults[16:48.23]who were bullied as children have?[17:04.21]17. Why may bullies have lower CRP levels?[17:22.59]18. What makes a child feel home is unsafe?[17:40.72]Now listen to the following recording[17:42.46]and answer questions 19 to 22.[17:46.45]Good morning, everyone.[17:48.05]Today, I'd like to talk about the relationship[17:50.67]between colors and depression.[17:53.40]Some colors that people see late[17:55.60]at night could cause signs[17:57.35]of the condition mental health experts[17:59.60]call clinical depression.[18:01.30]That was the finding of a study[18:03.03]that builds on earlier study findings.[18:05.54]They showed that individuals[18:06.85]who live or work in low levels of light overnight[18:09.74]can develop clinical depression.[18:12.53]Doctors use the words clinical depression[18:15.05]to describe severe form of depression.[18:17.90]Signs may include loss of interest[18:20.22]or pleasure in most activities,[18:22.27]low energy levels and thoughts[18:24.53]of death or suicide.[18:26.22]In the new study,[18:27.04]American investigators designed an experiment[18:30.11]that exposed hamsters to different colors.[18:32.94]The researchers chose hamsters[18:34.43]because they are nocturnal,[18:36.20]which means they sleep[18:37.22]during the day and are active at night.[18:39.71]The animals were separated into 4 groups.[18:42.52]One group of hamsters was kept in the dark[18:45.07]during their nighttime period.[18:46.79]Another group was placed in front of a blue light,[18:49.18]a third group slept in front of a white light.[18:52.58]While a fourth was put in front of a red light.[18:55.08]After four weeks,[18:56.31]the researchers noted how much sugary water[18:59.38]the hamsters drank.[19:00.69]They found that the more depressed animals[19:02.60]drank the least amount of water.[19:04.61]Randy Nelson heads the Department[19:06.77]of Neuroscience at Ohio State University.[19:10.23]He says animals that slept in blue[19:12.34]and white light appeared[19:13.57]to be the most depressed.[19:15.32]Randy Nelson notes that photosensitive cells[19:18.15]in the retina,[19:19.22]have little to do with eyesight.[19:21.08]He says these cells send signals[19:23.27]to the area of the brain that controls[19:25.29]what has been called the natural sleep-wake cycle.[19:29.12]He says there's a lot of blue in white light,[19:31.84]this explains why the blue light[19:33.69]and white light hamsters appear[19:34.93]to be more depressed[19:36.86]than the hamsters seeing red light or darkness.[19:39.67]Mr. Nelson has suggestions for people[19:42.14]who work late at night,[19:43.69]or those who like to stay up late.[19:45.73]“My recommendation is[19:47.85]if you are just living a typical mostly active life[19:51.19]during the day,[19:52.06]mostly inactive at night,[19:53.91]you want to limit the exposure[19:55.72]to TVs which are quite bluish in the light[19:58.83]they give off and computer screens[20:00.99]and things like that.[20:02.31]You can get filtered glasses,[20:04.20]you can get filters on your computer screen[20:06.32]or your eReaders to put it more[20:09.33]in the reddish light. ”[20:11.11]So if you don't want to get depressed,[20:13.05]you'd better follow[20:13.76]Mr. Nelson's advice and keep away[20:16.02]from the blue and white light.[20:19.59]19. Who are likely to develop clinical depression?[20:37.75]20. What is one of the signs of clinical depression?[20:55.50]21. Which group of hamsters appeared[20:59.17]to be the most depressed?[21:14.40]22. What is Mr. Nelson's advice for people[21:18.43]who like to stay up late?[21:33.75]Now listen to the following recording[21:35.50]and answer questions 23 to 25.[21:39.62]Moderator: Good morning,[21:40.46]ladies and gentlemen.[21:41.60]It gives me great pleasure[21:42.88]to introduce our speaker,[21:44.78]Dr. Walter James,[21:46.45]professor of sociology[21:47.86]at New York University.[21:50.18]He specializes in transcultural[21:51.68]communication and management.[21:53.22]I hope the lecture will be helpful[21:55.78]in nurturing your cultural awareness.[21:58.57]Dr. Walter James: Thank you for your introduction.[22:00.07]Today I will focus on the issue[22:02.29]of cultural understanding.[22:04.10]With the increasing globalization,[22:06.66]the world becomes really small nowadays.[22:09.75]As a member of this globe,[22:11.07]we get more chances to contact foreign cultures.[22:14.47]Then if we want to understand[22:16.05]a foreign culture very well,[22:17.73]what should we do? And what kinds of process[22:20.61]will we experience before we achieve that goal?[22:23.63]The answer is not very difficult to imagine.[22:26.41]Just like learning a language,[22:28.14]developing cultural understanding[22:30.23]occurs step by step over time.[22:32.82]Development of cultural consciousness[22:35.73]is a process that starts at the stage[22:38.03]of no understanding and moves,[22:40.11]in best case,[22:41.31]to the stage of true empathy and cultural respect.[22:44.11]So, in order to make a clearer explanation[22:47.13]about the process,[22:48.17]the five stages of cultural understanding[22:50.42]are presented here.[22:51.69]Stage one: No understanding.[22:54.34]This level involves no awareness[22:56.13]of the new culture.[22:57.28]The point is quite easy to see.[22:59.62]A person does not know anyone[23:01.14]from the culture and has encountered few,[23:03.97]if any, basic facts about the culture.[23:06.14]So, naturally, the person certainly[23:08.07]has no way to understand that culture at all.[23:11.59]Stage two: Superficial understanding.[23:14.72]This level involves awareness[23:16.65]of very superficial aspects[23:18.40]of the foreign culture-[23:19.90]frequently negative aspects.[23:21.45]At this stage of cultural awareness,[23:23.79]the person knows a few basic facts[23:26.19]of the new culture.[23:27.47]These facts stand out and often serve as[23:29.80]the basis of stereotypes.[23:32.10]However,[23:32.64]stereotypes are offensive because they imply[23:35.26]that all people from a certain culture[23:37.68]have the same characteristics.[23:39.33]At this stage of cultural awareness,[23:41.80]when stereotypes are keenly felt,[23:44.14]the person is highly ethnocentric,[23:46.49]that means the person just focuses[23:48.47]on his or her own culture as the norm[23:50.80]of what is “right” and comparing[23:52.80]the new culture with the “better”[23:54.45]culture back home.[23:55.96]Stage three: Growing understanding[23:58.86]and possible conflict.[24:00.55]In this stage the learner begins to[24:02.98]be aware of more subtle,[24:04.51]sometimes less visible,[24:05.83]traits in the foreign culture.[24:07.39]This understanding helps the person[24:09.24]to see why things operate the way they do,[24:11.86]but such an awareness does not[24:14.16]always bring acceptance.[24:15.47]A person is still ethnocentric,[24:17.50]home culture-oriented,[24:19.45]comparing the culture that is[24:21.27]“new” to his or her “old” home culture-[24:23.83]and usually feeling that his[24:25.86]or her own culture is much better.[24:29.10]Stage four. . .[24:31.46]23. What does Dr. Walter James specialize in?[24:49.32]24. Why are stereotypes offensive?[25:06.64]25. When will a person understand[25:10.04]why things operate the way they do[25:12.06]in another culture?[25:25.91]This is the end of listening comprehension.
