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大学英语六级听力MP3(含lrc字幕) 第2期

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College English Test--Band Six

Part III Listening Comprehension

Section A

Directions: In this section,

you will hear 8 short conversations and 2 long conversations.

At the end of each conversation,

one or more questions will be asked about what was said.

Both the conversation and the questions will be spoken only once.

After each question there will be a pause.

During the pause,

you must read the four choices marked A), B), C) and D),

and decide which is the best answer.

Then mark the corresponding letter on Answer Sheet 2

with a single line through the centre.

Now, let's begin with the eight short conversations.

11. M: I'm looking for an unfurnished two-bedroom apartment,

but all your apartments are furnished.

W: We can take care of that.

We can simply remove the furniture.

Q: What does the woman mean?

12. W: I don't agree with Mr. Johnson on his views

about social welfare. He seems to suggest that

the poor are robbing the rich.

M: He might have used better words to express his ideas,

but I find what he said makes a lot of sense.

Q: What does the man mean?

13. W: I've been studying all the time

but still can't see any improvement in my grades.

M: Maybe instead of studying in your dorm,

you'd better go some place

where there are fewer distractions.

Q: What does the man advise the woman to do?

14. W: The seminar originally scheduled for today

has been cancelled.

The hours I spent preparing for it are totally wasted.

M: Not really. As far as I know it's been

postponed till next week.

Q: What does the man say about the seminar?

15. M: Hi, Janet. I hear you just

returned from a tour of Australia.

Did you get a chance to visit the Sydney Opera House?

W: Of course I did. It would be a shame for anyone

visiting Australia not to see

this unique creation in architecture.

Its magnificent beauty is simply beyond description.

Q: What do we learn from this conversation?

16. M: Sherry, how are you doing with your thesis?

W: Oh, my thesis! That's something

I definitely don't want to talk about right now.

I finished my first draft some time ago,

but my supervisor said I should do more research

if I want to achieve the quality he expects of me.

Q: What do we learn from the conversation

about the woman's thesis?

17. W: I can't believe Karen is late for

such an important occasion as a job interview.

I reminded her time and again yesterday.

M: You should have known her better by now.

Everything you tell her goes in one ear and out the other.

Q: What does the man imply?

18.W: Hi, Joe. I wonder if you could do me a favor

and tell the professor I've lost my voice

so I can't attend this morning's class.

I need the time to study for tomorrow's exam.

M: I don't think it's wise to say so

since you are not going to give the lecture.

You might as well simply skip the class

and apologize to the professor later.

Q: What will the woman probably do?

Now you'll hear the two long conversations.

Conversation One

W: Hi, Professor Johnson.

M: Hi, Anna. What can I do for you?

W: Remember, I e-mailed you about getting the handouts

from the class I missed the other day,

and you said I could stop by and pick them up today.

M: Oh, that's right. You know,

that's the fourth class you've missed this semester,

and that's not doing your grade any good.

I assume you had a good reason for being out...

W: I know, I really hated to miss another class,

but I had the flu, and I could hardly get out of bed.

That'll be the last class I miss, though. I promise.

M: Okay, uh…Oh yes, the handouts.

There were three of them,

and I'll get those for you in just a minute.

They're pretty self-explanatory,

but if you have any questions,

just send me an e-mail.

W: Okay, thank you.

M: Sure. Uh, but we also watched a video,

and we'll be having an essay question

about it on the next exam, so,

Hmmm…Do you have a VCR at home?

W: Actually, I don't, but I do have access to one.

M: Okay… Well I can lend it to you,

but the only thing is, you'd have to watch it tonight

and get it back to me early tomorrow,

because I'm going to be showing it

in the other section of that class tomorrow afternoon.

W: That'll be great.

M: Okay...You know what?

How about if we do it this way?

I'll keep it for now and show it in my class tomorrow,

and uh then you can drop by here

and pick it up on Friday morning

and bring it with you when you come to class next week.

How does that sound?

W: Oh, yeah. Thank you.

Questions 19 to 21 are based on the conversation

you have just heard.

19. Why does the woman go to see her professor?

20. What can be inferred about

why the professor changes the way?

21. Why will the woman stop

by the professor's office on Friday morning?

Conversation Two

W: Our lecture today is given by Professor Lincoln.

He's going to talk about art movements in the United States.

M: Yes. I would like to say that their popularity

can be affected by social conditions and historical events.

As an example, let's look at

what happened in the United States early

in the 20th Century, around the time of the great depression,

the art movement known as the Regionalism

had begun in the United States even

before the depression occurred.

But it really became popular in the 1930s,

during the depression years.

W: What is the reason for this?

M: Many artists who had been living in big cities

were forced by the economic crisis to

leave those big cities and move back to

their small towns in rural America.

Some of them came to truly love the life

in small towns and to leave

the "sophisticated society" in cities.

These artists really built the Regionalism Movement.

W: What're the features of Regional Movement?

M: It's all about everyday life in small towns

or farming areas. And their style was

about glorified or romanticized country life.

It showed stable, wholesome American traditions.

W: Why did this style become popular?

M: It's partly because of the economic conditions of the time.

You see, the Depression had caused many Americans

to begin to doubt their society.

But regionalism artists painted scenes

that glorified American values,

scenes that many Americans could easily identify with.

So the movement helped strengthen

people's faith in their country.

W: What was Regionalism like after the depression?

M: Before and after the Second World War,

American culture began to take on

a much more international spirit, and Regionalism,

with its focus on small town life, lost its popularity,

as American society changed once again.

Questions22 to 25 are based on

the conversation you have just heard.

22. What is the lecture mainly about?

23. What does the professor say about

the artists in the USA during the Great Depression?

24. What kind of scene might be shown

in a typical regionalist painting?

25. What happened in the USA around WWII

that affected the popularity of the regionalism art?

Section B

Directions: In this section,

you will hear 3 short passages.

At the end of each passage,

you will hear some questions.

Both the passage and the questions will be spoken only once.

After you hear a question,

you must choose the best answer from the four choices

marked A), B), C) and D).

Then mark the corresponding letter on Answer Sheet 2

with a single line through the centre.

Passage One

Both John and Sue joined the staff of

a successful public relations firm

in New York during the same year.

They had just completed their PR degrees at

a nearby university and were thrilled

to be hired by one of the finest PR firms

in the city. John's first assignment was

to create a promotion campaign for a client

who was putting a new game on the market.

Initially, Sue was assigned to work

with a sportswear company on a marketing

concept for its newest line of clothing.

As time passed and work with their respective

first clients became more and more difficult,

John and Sue realized that they had been assigned

two of the toughest accounts in town.

Although John completed his assignment quickly

and successfully, he was furious

when he learned that the boss had deliberately

assigned him a difficult account.

In response, he not only complained to his colleagues,

but also to the boss's secretary.

Sue, on the other hand,

had a more difficult time satisfying her first client

and she took several additional months to actually

complete the project. However, she just laughed

when she heard that the boss

had made the assignments purposely.

Over the next two years, John worked reluctantly

with each assignment and problem that he encountered.

Sue accepted each assignment cheerfully

and when problems arose,

she responded with her characteristic

"No problem, I can handle it".

Although Sue took longer to complete her projects than John,

and both were equally successful

on assignments they completed,

Sue was given the first promotion

when there came a vacancy.

Questions 26 to 29 are based on the passage you have just heard.

26. What's the relationship between John and Sue now?

27. Why was John furious after he finished his first assignment?

28. What's Sue's attitude to difficult tasks?

29. How does the story end?

Passage Two

American visitors to East Asia are often surprised

and puzzled by how Asian cultures

and customs differ from those in the United States.

What's considered typical or proper social

conduct in one country may be regarded as odd, improper,

or even rude in the other. For example,

people from some East Asian countries

may begin a conversation with a stranger

by asking personal questions about family,

home or work. Such questions are thought to be friendly

whereas they might be considered offensive

in the United States. On the other hand,

people in most Asian cultures are far more guarded

about expressing their feelings publicly

than most Americans are.

Openly displaying annoyance or anger, yelling,

arguing loudly and so forth is considered ill-mannered

in countries such as Japan. Many East Asians prefer to

hold their emotions in check

and instead express themselves with great politeness.

They try not to be blunt and avoid making direct criticisms.

In fact, they often keep their differences of opinion

to themselves and merely smile and remain silent

rather than engage in a confrontation.

By comparison, Americans are often frank

about displaying both positive

and negative emotions on the street

and in other public places.

Americans visiting Asia should keep in mind

that such behavior may cause offence.

A major difference between American culture

and most East Asian cultures is that,

in East Asia, the community is more important

than the individual.Most Americans

are considered a success

when they make a name for themselves.

Questions 30 to 32 are based on the passage you have just heard.

30. How would some Asians start their conversation

when they meet for the first time?

31. What would a Japanese do when he feels annoyed?

32. What is encouraged in American culture

according to the passage?

Passage Three

In order for a chemical to be considered a drug,

it must have the capacity to affect how the body works.

No substance that has the power to do this is completely safe.

Drugs are approved only after tests have demonstrated

that they are relatively safe when used as directed

and when their benefits outweigh their risks.

Thus, some very dangerous drugs are approved

because they are necessary to treat serious illnesses.

Many people suffer ill effects from drugs,

called side effects, even though they take the drug exactly

as directed. The human population contains

a great variety of genetic variation,

but drugs are tested on just a few thousand people.

When a particular drug is taken by millions,

some people may not respond in a predictable way

even though the drug has been tested.

A patient may also acquire a tolerance

for a certain drug, which means the patient

has to take ever larger doses to

produce the desired effect.

Tolerance may lead to habituation,

in which the person becomes so dependant on the drug,

that he or she becomes addicted to it.

Addiction causes severe psychological

and physical disturbances

when the drug is taken away.

Finally, drugs often have unwanted side effects.

These usually cause only minor discomfort,

such as a skin rash, headache or sleepiness.

Certain drugs, however,

can produce serious adverse reactions.

Questions 33 to 35 are based on the passage you have just heard.

33. Under what circumstances are drugs approved?

34. Why do many people suffer side effects from a drug,

even though they take it as directed?

35. What will happen when patients

acquire a tolerance for a certain drug?

Section C

Directions: In this section,

you will hear a passage three times.

When the passage is read for the first time,

you should listen carefully for its general idea.

When the passage is read for the second time,

you are required to fill in the blanks

numbered from 36 to 43 with the exact words

you have just heard. For blanks numbered

from 44 to 46 you are required to

fill in the missing information.

For these blanks, you can either use the exact words

you have just heard or write down

the main points in your own words.

Finally, when the passage is read for the third time,

you should check what you have written.

Now listen to the passage.

A new World Bank report warns that children

who do not get enough good food

in the first two years of life suffer lasting damage.

They may suffer from poor health or limited intelligence.

In addition, it's reported that

poorly nourished children are more likely to

drop out of school and earn less money as adults.

The report cautions that too little food

is not the only cause of poor nutrition.

Many children who live in homes

with adequate food suffer for other reasons.

The study also associates malnutrition

with economic growth in poor countries.

The study proposes that poor countries

could possibly double their economic growth

if they improved nutrition.

Africa and South Asia are affected the most

by poor nutrition. The study manifests about

half of all children in India

do not get sufficient good food.

Other parts of the world are also severely influenced,

including Indonesia, Uzbekistan, Yemen, Guatemala and Peru.

The study recommends that developing countries

revise their policies to cope with poor nutrition

for the sake of improving its economy.

According to the report, a lack of nutrition

in early childhood can cost developing nations

up to three percent of their yearly earnings.

Therefore, instead of directly providing food,

the study advocates educational programs in health

and nutrition for mothers with young babies.

World Bank nutrition specialist Meera Shekar

said the period of life between pregnancy

and two years is extremely important.

So, governments with limited resources

should take direct action to improve nutrition

for children during this period.

Now the passage will be read again.

A new World Bank report warns that children

who do not get enough good food

in the first two years of life suffer lasting damage.

They may suffer from poor health or limited intelligence.

In addition, it's reported that

poorly nourished children are more likely to

drop out of school and earn less money as adults.

The report cautions that too little food

is not the only cause of poor nutrition.

Many children who live in homes

with adequate food suffer for other reasons.

The study also associates malnutrition

with economic growth in poor countries.

The study proposes that poor countries

could possibly double their economic growth

if they improved nutrition.

Africa and South Asia are affected the most

by poor nutrition. The study manifests

about half of all children in India

do not get sufficient good food.

Other parts of the world are also severely influenced,

including Indonesia, Uzbekistan, Yemen, Guatemala and Peru.

The study recommends that developing countries

revise their policies to cope with poor nutrition

for the sake of improving its economy.

According to the report, a lack of nutrition

in early childhood can cost developing nations

up to three percent of their yearly earnings.

Therefore, instead of directly providing food,

the study advocates educational programs in health

and nutrition for mothers with young babies.

World Bank nutrition specialist Meera Shekar

said the period of life between pregnancy

and two years is extremely important.

So, governments with limited resources

should take direct action to improve nutrition

for children during this period.

Now the passage will be read for the third time.

A new World Bank report warns that children

who do not get enough good food in the first two years

of life suffer lasting damage.

They may suffer from poor health or limited intelligence.

In addition, it's reported that

poorly nourished children are more likely to

drop out of school and earn less money as adults.

The report cautions that too little food

is not the only cause of poor nutrition.

Many children who live in homes

with adequate food suffer for other reasons.

The study also associates malnutrition

with economic growth in poor countries.

The study proposes that poor countries

could possibly double their economic growth

if they improved nutrition.

Africa and South Asia are affected

the most by poor nutrition. The study manifests about

half of all children in India do not get sufficient good food.

Other parts of the world are also severely influenced,

including Indonesia, Uzbekistan, Yemen, Guatemala and Peru.

The study recommends that developing countries

revise their policies to cope with poor nutrition

for the sake of improving its economy.

According to the report, a lack of nutrition

in early childhood can cost developing nations

up to three percent of their yearly earnings.

Therefore, instead of directly providing food,

the study advocates educational programs in health

and nutrition for mothers with young babies.

World Bank nutrition specialist Meera Shekar

said the period of life between pregnancy

and two years is extremely important.

So, governments with limited resources

should take direct action to improve nutrition

for children during this period.

This is the end of listening comprehension.

扫描二维码进行跟读打分训练

[22:29.28]Section C
[22:31.25]Directions: In this section,
[22:33.76]you will hear a passage three times.
[22:36.50]When the passage is read for the first time,
[22:39.34]you should listen carefully for its general idea.
[22:42.63]When the passage is read for the second time,
[22:45.47]you are required to fill in the blanks
[22:48.31]numbered from 36 to 43 with the exact words
[22:52.25]you have just heard. For blanks numbered
[22:55.86]from 44 to 46 you are required to
[22:59.04]fill in the missing information.
[23:01.22]For these blanks, you can either use the exact words
[23:04.95]you have just heard or write down
[23:07.35]the main points in your own words.
[23:09.65]Finally, when the passage is read for the third time,
[23:13.48]you should check what you have written.
[23:16.32]Now listen to the passage.
[23:20.48]A new World Bank report warns that children
[23:23.21]who do not get enough good food
[23:24.97]in the first two years of life suffer lasting damage.
[23:28.36]They may suffer from poor health or limited intelligence.
[23:32.08]In addition, it’s reported that
[23:34.92]poorly nourished children are more likely to
[23:37.44]drop out of school and earn less money as adults.
[23:40.94]The report cautions that too little food
[23:43.13]is not the only cause of poor nutrition.
[23:46.41]Many children who live in homes
[23:48.26]with adequate food suffer for other reasons.
[23:50.68]The study also associates malnutrition
[23:53.41]with economic growth in poor countries.
[23:56.36]The study proposes that poor countries
[23:58.77]could possibly double their economic growth
[24:01.07]if they improved nutrition.
[24:03.03]Africa and South Asia are affected the most
[24:06.32]by poor nutrition. The study manifests about
[24:09.38]half of all children in India
[24:11.79]do not get sufficient good food.
[24:13.98]Other parts of the world are also severely influenced,
[24:17.70]including Indonesia, Uzbekistan, Yemen, Guatemala and Peru.
[24:23.39]The study recommends that developing countries
[24:25.79]revise their policies to cope with poor nutrition
[24:28.53]for the sake of improving its economy.
[24:30.61]According to the report, a lack of nutrition
[24:33.45]in early childhood can cost developing nations
[24:36.51]up to three percent of their yearly earnings.
[24:39.36]Therefore, instead of directly providing food,
[24:42.42]the study advocates educational programs in health
[24:45.92]and nutrition for mothers with young babies.
[24:49.10]World Bank nutrition specialist Meera Shekar
[24:51.72]said the period of life between pregnancy
[24:54.13]and two years is extremely important.
[24:56.43]So, governments with limited resources
[24:59.49]should take direct action to improve nutrition
[25:02.56]for children during this period.
[25:06.16]Now the passage will be read again.
[25:10.43]A new World Bank report warns that children
[25:13.49]who do not get enough good food
[25:15.25]in the first two years of life suffer lasting damage.
[25:18.86]They may suffer from poor health or limited intelligence.
[25:22.47]In addition, it’s reported that
[25:25.20]poorly nourished children are more likely to
[25:27.72]drop out of school and earn less money as adults.
[25:31.10]The report cautions that too little food
[25:33.74]is not the only cause of poor nutrition.
[25:36.14]Many children who live in homes
[25:38.22]with adequate food suffer for other reasons.
[25:41.06]The study also associates malnutrition
[25:43.80]with economic growth in poor countries.
[25:46.54]The study proposes that poor countries
[25:49.05]could possibly double their economic growth
[25:51.45]if they improved nutrition.
[25:53.43]Africa and South Asia are affected the most
[25:55.51]by poor nutrition. The study manifests
[25:58.90]about half of all children in India
[26:01.85]do not get sufficient good food.
[26:04.15]Other parts of the world are also severely influenced,
[26:07.43]including Indonesia, Uzbekistan, Yemen, Guatemala and Peru.
[26:13.78]The study recommends that developing countries
[26:16.62]revise their policies to cope with poor nutrition
[26:19.24]for the sake of improving its economy.
[27:31.53]According to the report, a lack of nutrition
[27:34.05]in early childhood can cost developing nations
[27:36.56]up to three percent of their yearly earnings.
[27:39.52]Therefore, instead of directly providing food,
[27:43.24]the study advocates educational programs in health
[27:46.41]and nutrition for mothers with young babies.
[28:59.72]World Bank nutrition specialist Meera Shekar
[29:02.45]said the period of life between pregnancy
[29:04.75]and two years is extremely important.
[29:06.94]So, governments with limited resources
[29:10.01]should take direct action to improve nutrition
[29:13.18]for children during this period.
[30:25.92]Now the passage will be read for the third time.
[30:29.20]A new World Bank report warns that children
[30:32.70]who do not get enough good food in the first two years
[30:35.43]of life suffer lasting damage.
[30:37.95]They may suffer from poor health or limited intelligence.
[30:41.78]In addition, it’s reported that
[30:44.41]poorly nourished children are more likely to
[30:46.71]drop out of school and earn less money as adults.
[30:49.88]The report cautions that too little food
[30:52.61]is not the only cause of poor nutrition.
[30:55.57]Many children who live in homes
[30:57.54]with adequate food suffer for other reasons.
[31:00.05]The study also associates malnutrition
[31:02.68]with economic growth in poor countries.
[31:05.74]The study proposes that poor countries
[31:08.04]could possibly double their economic growth
[31:10.55]if they improved nutrition.
[31:12.20]Africa and South Asia are affected
[31:14.82]the most by poor nutrition. The study manifests about
[31:17.99]half of all children in India do not get sufficient good food.
[31:23.35]Other parts of the world are also severely influenced,
[31:26.98]including Indonesia, Uzbekistan, Yemen, Guatemala and Peru.
[31:32.89]The study recommends that developing countries
[31:35.40]revise their policies to cope with poor nutrition
[31:38.25]for the sake of improving its economy.
[31:40.65]According to the report, a lack of nutrition
[31:43.28]in early childhood can cost developing nations
[31:46.13]up to three percent of their yearly earnings.
[31:49.08]Therefore, instead of directly providing food,
[31:52.25]the study advocates educational programs in health
[31:55.64]and nutrition for mothers with young babies.
[31:58.49]World Bank nutrition specialist Meera Shekar
[32:01.33]said the period of life between pregnancy
[32:03.85]and two years is extremely important.
[32:06.70]So, governments with limited resources
[32:09.21]should take direct action to improve nutrition
[32:12.16]for children during this period.
[32:15.77]This is the end of listening comprehension.

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重点单词		查看全部解释
rude	[ru:d]	想一想再看 adj. 粗鲁的，无礼的 adj. 粗糙
severe	[si'viə]	想一想再看 adj. 剧烈的，严重的，严峻的，严厉的，严格的	联想记忆 X 单词severe 联想记忆： severe的人总是sever
particular	[pə'tikjulə]	想一想再看 adj. 特殊的，特别的，特定的，挑剔的 n.	联想记忆 X 单词particular 联想记忆： part部分+icuar有…的→有自己的部分→特别的；各自的
improvement	[im'pru:vmənt]	想一想再看 n. 改进，改善
remove	[ri'mu:v]	想一想再看 v. 消除，除去，脱掉，搬迁 n. 去除	联想记忆 X 单词remove 联想记忆： re，move（n /v 移动）－移开
achieve	[ə'tʃi:v]	想一想再看 v. 完成，达到，实现
respond	[ris'pɔnd]	想一想再看 v. 回答，答复，反应，反响，响应 n.	联想记忆 X 单词respond 联想记忆： re回+spond承诺→承诺回去→回答；反应
popularity	[.pɔpju'læriti]	想一想再看 n. 普及，流行，名望，受欢迎	联想记忆 X 单词popularity 联想记忆： popular流行+ity→大众性；流行
addiction	[ə'dikʃən]	想一想再看 n. 沉溺，上瘾
sufficient	[sə'fiʃənt]	想一想再看 adj. 足够的，充分的	联想记忆 X 单词sufficient 联想记忆： suffice+inet→足够的，充分的