2014年12月六级真题（第1套） - 英语听力.mp3

[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.