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大学英语六级听力MP3(含lrc字幕) 第4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: The dean just announced

that Dr. Holden's going to take over

as Chairman of the History Department.

W: I knew it all along! He's the obvious choice.

All the other candidates are no match for him!

Q: What does the woman mean?

12. W: Hey, let me know how your summer's going!

I'll miss you guys while I'm here working in the library.

M: I'll be working, too!

But I'll send you an e-mail or call you once in a while.

When we all get back to school, we can have a party or something.

Q: What do we learn about the two speakers?

13. M: The assignment on physics is a real challenge.

I don't think I can finish it on time all by myself.

W: Why don't we join our efforts together?

It may be easier then.

Q: What does the woman suggest?

14. M: Jean really lost her temper

in Dr. Brown's class this morning.

W: Oh? Did she? But I think her frankness is really

something to be appreciated.

Q: What does the woman mean?

15. W: We heard that when you were a kid,

you submitted a story to Reader's Digest.

M: Well, I don't remember the story exactly,

but my idea of a great time then was a pad of lined paper

and a new blue pen. I thought myself as

a Reader's Digest staff member at the age of six.

Q: What do we learn about the man from the conversation?

16. M: Your son certainly shows a lot of enthusiasm

on the tennis court.

W: I only wish he'd show as much for his studies.

Q: What does the woman imply about her son?

17. W: We're supposed to meet John here

at the railway station.

M: That's like looking for a needle in a haystack.

Q: What does that man imply?

18. W: Our school has just built

some new apartments near campus,

but one bedroom runs for 500 dollars a month.

M: That's a bit beyond the reach of most students!

Q: What does the man mean?

Now you'll hear the two long conversations.

Conversation One

W：So you are up to some tennis this afternoon or what?

M: Well, to tell you the truth,

I'm not feeling so hot today.

W: Come on… How long has it been since we played？

M: A couple of days.

W: A couple of days? Come on.

It's been more than a couple of days.

M: Yeah. I guess you're right.

It's been almost a week.

W: It's been exactly a week.

And we used to play at least three times this week.

M: I know. Playing right after class

was something to look forward to.

W: Yeah. And it was right before dinner.

So we built up our appetite.

M: I've just been very busy. I guess.

And my stomach is bothering me today.

W: But you look ok to me.

M: Well, I was up late with Steve

in the library working on a project.

We got to do it by tomorrow.

We've been working on it all weekend.

And I was drinking a lot of coffee.

I guess, I just drank too much.

W: Listen. I took that class last semester.

And I could meet you in the library later tonight

and help you with it if you want.

And then you have time to play tennis this afternoon.

M: Yeah. I guess my stomach doesn't hurt that bad.

And I could certainly use your help. But it's also….

W: Is there something else bothering you?

M: Well, to be honest.., I'm getting tired…

W: Ok, don't worry.

You may take some time to rest.

We will meet for tennis some time later.

Questions 19 to 21 are based on the conversation you have just heard.

19. What are the students mainly discussing?

20. What does the man think is the reason for his stomach?

21. What does the woman offer to do for the man?

Conversation Two

M: hi, Cathy. I am here because I visited caves

all over North America. Since you are going to

study cave formations, Dr. Bow asked me to

come to share some of my experiences with you.

W: Hi, Bill. So wonderful!

I can't wait to hear about it!

M: Recently, I visited the La Chagire Cave in New Mexico,

my dream has always been to discover a new passage way.

I had a chance there, because La Chagire is so large

that discoveries are frequently made there.

W: Was it newly discovered?

M: The cave was not even discovered until 1986.

However, people in that area had figured

that there must be a cave nearby,

because of the strong wind that blew from

behind the huge rock that covered the entrance.

Enormous amount of air enter and exit the cave

in order to maintain balance of the pressure

with the inside air.

W: You must have had to fight heavy wind

when you were in the cave.

M: Exactly, I had to fight 45 mile per hour winds.

After all that effort, I had to be extremely careful

maintaining my energy level.

People who are tired tend to be careless,

and may be more concerned about getting out of the cave

than taking care of it.

W: Anything interesting or thrilling in the cave?

M: There are formations in La Chagire

that look like ocean waves, Christmas trees

and other stuff no one has ever seen before.

W: Caves are normally created by carbonic acid, right?

M: But this cave sculpted out by very powerful sulfuric acid

that swells up from below.

Questions22 to 25 are based on the conversation

you have just heard.

22. Why was the lecturer especially excited about

visiting La Chagire cave?

23. What did the speaker say about

the entrance into the cave?

24. What did the speaker say about the cavers who get tired?

25. What makes the formations of La Chagire so unusual?

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

I had flown from San Francisco to Virginia to

attend a conference on multiculturalism.

Hundreds of educators from across the country

were meeting to discuss the need for greater cultural diversity

in the school curriculum.

I took a taxi to my hotel. On the way,

my driver and I chatted about the weather and the tourists.

The driver was a white man in his forties.

"How long have you been in this country?" he asked.

"All my life!" I replied, "I was born in the United States."

With a strong southern accent, he remarked,

"I was wondering because your English is excellent."

Then I explained as I had done many times before.

"My grandfather came here from China in the 1880s.

My family has been here in America for over a hundred years. "

He glanced at me in the mirror.

Somehow, I didn't look American to him.

My appearance looked foreign. Questions like the one my taxi driver

asked make me feel uncomfortable.

But I can understand why he could not see me as an American.

He had a narrow but widely shared sense of the past:

a history that has viewed Americans as descendants of Europeans.

Race has functioned as something necessary

to the construction of American character and quality.

In the creation of our national identity—

American has been defined as white.

But America has been racially diverse

since our very beginning on the Virginian shore,

where the first group of Englishmen

and Africans arrived in the 17th century.

And this reality is increasingly becoming visible everywhere.

Questions 26 to 28 are based on the passage you have just heard.

26. What was the theme of the conference the speaker was to attend?

27. Why did the taxi driver ask the speaker

how long he had been in the US?

28. What message does the speaker wish to convey?

Passage Two

Laws have been written to govern the use of

the American national flag,

and to ensure proper respect for the flag.

Custom has also governed the common practice in

regard to its use. All the armed services

have precise regulations on

how to display the national flag.

This may vary somewhat from the general rules.

The national flag should be raised and lowered by hand.

Do not raise the flag while it is folded.

Unfold the flag first,

and then hoist it quickly to the top of the flagpole.

Lower it slowly and with dignity.

Place no objects on or over the flag.

Do not use the flag as part of a costume or athletic uniform.

Do not print it upon cushions, handkerchiefs,

paper napkins or boxes. A federal law provides that

a trademark cannot be registered if it comprises the flag,

coat of arms or badges of the United States.

When the flag is used in unveiling a statue or monument,

it shouldn't serve as a covering of

the object to be unveiled.

If it is displayed on such occasions,

do not allow the flag to fall to the ground,

but let it be carried high up in the air to

form a feature of the ceremony.

Take every precaution to prevent the flag from becoming soiled.

It should not be allowed to touch the ground or floor,

nor to brush against objects.

Questions 29 to 32 are based on the passage you have just heard.

29. How do Americans ensure proper respect for the national flag?

30. What is the regulation regarding the raising of

the American national flag?

31. How should the American national flag

be displayed at an unveiling ceremony?

32. What do we learn about the use of the American national flag?

Passage Three

In some large American city schools,

as many as 20-40% of the students are absent each day.

There are two major reasons for such absences:

one is sickness, and the other is truancy, that is ,

staying away from school without permission.

Since school officials can't do much about illness,

they are concentrating on reducing the number of truants.

One of the most promising schemes has been tried in Florida.

The pupils there with good attendance

have been given free hamburgers, toys and T-shirts.

Classes are told that if they show improved rates of attendance,

they can win additional gifts.

At the same time, teachers are being encouraged to

inspire their students to come to school regularly.

When those teachers are successful, they are also rewarded.

"We've been punishing truants for years,

but that hasn't brought them back to school, "

one school principal said.

"Now we are trying the positive approach.

Not only do you learn by showing up every day,

but you earn. "In San Francisco,

the Board of Education has had a somewhat similar idea.

Schools that show a decrease in deliberate destruction of property

can receive the amount of money

that would've been spent on repairs and replacements.

For example, 12, 000 dollars had been set aside for

a school's property damages every year.

Since repair expenses of damaged property

required only 4, 000 dollars,

the remaining 8, 000 dollars was turned over

to the Student Activities' Fund.

"Our democracy operates on hope and encouragement,"

said a school board member.

"Why not provide some positive goals for students

and teachers to aim at?"

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

33. Which reason for students' absences is discussed in great detail?

34. Who will benefit from the scheme being tried in Florida?

35. What measure has been taken in San Francisco to

reduce destruction of school property?

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.

Natural resources provide a living and shelter

for hundreds of millions of people in the developing world.

As those life supporting natural resources come

under threat so does the personal security of millions

who rely on them. Climate change,

water shortage and population growth

are some of the most powerful and least

understood environmental hazards.

Using the subjects of water, climate, land,

forests and minerals, the exhibition demonstrates

not only the ways in which environmental deterioration

can lead to conflicts and new security threats,

but also how environmental cooperation

can contribute to security and stability.

The exhibit, assembled by Adelphi Research,

focuses on how man-made environmental changes

affect both foreign and domestic policy.

"It draws a direct connection between natural resources,

poverty and stability in various parts of the world,"

Adelphi Research Director Alexander Carius explained.

In addition, the exhibition displays the link

between environment and security in Central Asia,

the area of the southern provinces of the former Soviet Union.

The exhibition also shows that the sustainable use of

natural resources across national borders

can contribute to conflict prevention and confidence building.

Speakers at the exhibition predict that climate change

will alter our lives. Great climate pattern changes

will alter available water resources,

as well as the availability of usable agricultural land.

A number of extreme weather events may render cities

and tidal regions uninhabitable, resulting in mass migration.

They believe that the traditional patterns of our lifestyle

must change and that we have to accept

that we live in a global village dependent on each other.

Now the passage will be read again.

Natural resources provide a living and shelter

for hundreds of millions of people in the developing world.

As those life supporting natural resources come under threat

so does the personal security of millions who rely on them.

Climate change, water shortage and population growth

are some of the most powerful

and least understood environmental hazards.

Using the subjects of water, climate, land, forests and minerals,

the exhibition demonstrates not only the ways

in which environmental deterioration

can lead to conflicts and new security threats,

but also how environmental cooperation

can contribute to security and stability.

The exhibit, assembled by Adelphi Research,

focuses on how man-made environmental changes

affect both foreign and domestic policy.

"It draws a direct connection between natural resources,

poverty and stability in various parts of the world,"

Adelphi Research Director Alexander Carius explained.

In addition, the exhibition displays the link

between environment and security in Central Asia,

the area of the southern provinces of the former Soviet Union.

The exhibition also shows that the sustainable use of

natural resources across national borders

can contribute to conflict prevention and confidence building.

Speakers at the exhibition predict that climate change

will alter our lives. Great climate pattern changes

will alter available water resources,

as well as the availability of usable agricultural land.

A number of extreme weather events may render cities

and tidal regions uninhabitable, resulting in mass migration.

They believe that the traditional patterns of our lifestyle

must change and that we have to accept that

we live in a global village dependent on each other.

Now the passage will be read for the third time.

Natural resources provide a living and shelter

for hundreds of millions of people in the developing world.

As those life supporting natural resources come under threat

so does the personal security of millions who rely on them.

Climate change, water shortage and population growth

are some of the most powerful

and least understood environmental hazards.

Using the subjects of water, climate, land, forests and minerals,

the exhibition demonstrates not only the ways

in which environmental deterioration

can lead to conflicts and new security threats,

but also how environmental cooperation

can contribute to security and stability.

The exhibit, assembled by Adelphi Research,

focuses on how man-made environmental changes

affect both foreign and domestic policy.

"It draws a direct connection between natural resources,

poverty and stability in various parts of the world,"

Adelphi Research Director Alexander Carius explained.

In addition, the exhibition displays the link

between environment and security in Central Asia,

the area of the southern provinces of the former Soviet Union.

The exhibition also shows that the sustainable use of

natural resources across national borders

can contribute to conflict prevention and confidence building.

Speakers at the exhibition predict that climate change

will alter our lives. Great climate pattern changes

will alter available water resources,

as well as the availability of usable agricultural land.

A number of extreme weather events may render cities

and tidal regions uninhabitable, resulting in mass migration.

They believe that the traditional patterns of our lifestyle

must change and that we have to accept that

we live in a global village dependent on each other.

This is the end of listening comprehension.

扫描二维码进行跟读打分训练

[00:06.99]College English Test--Band Six
[00:10.71]Part III Listening Comprehension
[00:14.21]Section A
[00:16.51]Directions: In this section,
[00:19.90]you will hear 8 short conversations and 2 long conversations.
[00:23.95]At the end of each conversation,
[00:26.25]one or more questions will be asked about what was said.
[00:29.97]Both the conversation and the questions will be spoken only once.
[00:34.23]After each question there will be a pause.
[00:37.41]During the pause,
[00:39.49]you must read the four choices marked A), B), C) and D),
[00:45.07]and decide which is the best answer.
[00:47.58]Then mark the corresponding letter on Answer Sheet 2
[00:51.96]with a single line through the centre.
[00:54.69]Now, let’s begin with the eight short conversations.
[01:00.27]11. M: The dean just announced
[01:03.99]that Dr. Holden’s going to take over
[01:06.07]as Chairman of the History Department.
[01:08.48]W: I knew it all along! He’s the obvious choice.
[01:11.87]All the other candidates are no match for him!
[01:15.04]Q: What does the woman mean?
[01:33.99]12. W: Hey, let me know how your summer’s going!
[01:38.58]I’ll miss you guys while I’m here working in the library.
[01:42.08]M: I’ll be working, too!
[01:43.84]But I’ll send you an e-mail or call you once in a while.
[01:47.33]When we all get back to school, we can have a party or something.
[01:51.17]Q: What do we learn about the two speakers?
[02:08.28]13. M: The assignment on physics is a real challenge.
[02:16.38]I don’t think I can finish it on time all by myself.
[02:20.43]W: Why don’t we join our efforts together?
[02:23.49]It may be easier then.
[02:25.46]Q: What does the woman suggest?
[02:43.13]14. M: Jean really lost her temper
[02:48.16]in Dr. Brown’s class this morning.
[02:50.67]W: Oh? Did she? But I think her frankness is really
[02:54.83]something to be appreciated.
[02:58.44]Q: What does the woman mean?
[03:15.45]15. W: We heard that when you were a kid,
[03:20.59]you submitted a story to Reader’s Digest.
[03:24.21]M: Well, I don’t remember the story exactly,
[03:26.94]but my idea of a great time then was a pad of lined paper
[03:31.97]and a new blue pen. I thought myself as
[03:35.04]a Reader’s Digest staff member at the age of six.
[03:38.97]Q: What do we learn about the man from the conversation?
[03:59.27]16. M: Your son certainly shows a lot of enthusiasm
[04:04.41]on the tennis court.
[04:06.26]W: I only wish he’d show as much for his studies.
[04:09.77]Q: What does the woman imply about her son?
[04:28.64]17. W: We’re supposed to meet John here
[04:32.57]at the railway station.
[04:34.33]M: That’s like looking for a needle in a haystack.
[04:37.06]Q: What does that man imply?
[04:54.81]18. W: Our school has just built
[04:59.73]some new apartments near campus,
[05:02.36]but one bedroom runs for 500 dollars a month.
[05:05.65]M: That’s a bit beyond the reach of most students!
[05:09.04]Q: What does the man mean?
[05:27.20]Now you’ll hear the two long conversations.
[05:31.35]Conversation One
[05:33.76]W：So you are up to some tennis this afternoon or what?
[05:36.71]M: Well, to tell you the truth,
[05:38.68]I’m not feeling so hot today.
[05:40.87]W: Come on… How long has it been since we played？
[05:43.28]M: A couple of days.
[05:44.81]W: A couple of days? Come on.
[05:46.45]It’s been more than a couple of days.
[05:48.31]M: Yeah. I guess you’re right.
[05:50.83]It’s been almost a week.
[05:52.91]W: It’s been exactly a week.
[05:55.10]And we used to play at least three times this week.
[05:57.82]M: I know. Playing right after class
[06:00.67]was something to look forward to.
[06:02.64]W: Yeah. And it was right before dinner.
[06:04.72]So we built up our appetite.
[06:06.80]M: I’ve just been very busy. I guess.
[06:09.10]And my stomach is bothering me today.
[06:11.72]W: But you look ok to me.
[06:13.80]M: Well, I was up late with Steve
[06:16.10]in the library working on a project.
[06:18.07]We got to do it by tomorrow.
[06:20.26]We've been working on it all weekend.
[06:22.99]And I was drinking a lot of coffee.
[06:25.18]I guess, I just drank too much.
[06:28.13]W: Listen. I took that class last semester.
[06:30.87]And I could meet you in the library later tonight
[06:33.39]and help you with it if you want.
[06:35.14]And then you have time to play tennis this afternoon.
[06:37.87]M: Yeah. I guess my stomach doesn’t hurt that bad.
[06:41.26]And I could certainly use your help. But it’s also….
[06:45.62]W: Is there something else bothering you?
[06:48.35]M: Well, to be honest.., I’m getting tired…
[06:52.95]W: Ok, don’t worry.
[06:55.14]You may take some time to rest.
[06:57.65]We will meet for tennis some time later.
[07:01.48]Questions 19 to 21 are based on the conversation you have just heard.
[07:06.95]19. What are the students mainly discussing?
[07:26.48]20. What does the man think is the reason for his stomach?
[07:45.89]21. What does the woman offer to do for the man?
[08:06.84]Conversation Two
[08:08.82]M: hi, Cathy. I am here because I visited caves
[08:12.21]all over North America. Since you are going to
[08:15.71]study cave formations, Dr. Bow asked me to
[08:18.99]come to share some of my experiences with you.
[08:21.50]W: Hi, Bill. So wonderful!
[08:23.47]I can’t wait to hear about it!
[08:25.22]M: Recently, I visited the La Chagire Cave in New Mexico,
[08:28.83]my dream has always been to discover a new passage way.
[08:32.45]I had a chance there, because La Chagire is so large
[08:36.49]that discoveries are frequently made there.
[08:39.12]W: Was it newly discovered?
[08:40.98]M: The cave was not even discovered until 1986.
[08:44.37]However, people in that area had figured
[08:47.65]that there must be a cave nearby,
[08:49.84]because of the strong wind that blew from
[08:52.03]behind the huge rock that covered the entrance.
[08:54.88]Enormous amount of air enter and exit the cave
[08:58.49]in order to maintain balance of the pressure
[09:01.11]with the inside air.
[09:02.32]W: You must have had to fight heavy wind
[09:04.17]when you were in the cave.
[09:05.81]M: Exactly, I had to fight 45 mile per hour winds.
[09:08.77]After all that effort, I had to be extremely careful
[09:12.49]maintaining my energy level.
[09:14.90]People who are tired tend to be careless,
[09:17.08]and may be more concerned about getting out of the cave
[09:20.04]than taking care of it.
[09:21.79]W: Anything interesting or thrilling in the cave?
[09:24.30]M: There are formations in La Chagire
[09:27.26]that look like ocean waves, Christmas trees
[09:29.67]and other stuff no one has ever seen before.
[09:32.62]W: Caves are normally created by carbonic acid, right?
[09:36.23]M: But this cave sculpted out by very powerful sulfuric acid
[09:40.72]that swells up from below.
[09:44.21]Questions22 to 25 are based on the conversation
[09:46.95]you have just heard.
[09:48.92]22. Why was the lecturer especially excited about
[09:53.95]visiting La Chagire cave?
[10:10.52]23. What did the speaker say about
[10:15.23]the entrance into the cave?
[10:31.68]24. What did the speaker say about the cavers who get tired?
[10:52.95]25. What makes the formations of La Chagire so unusual?

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重点单词		查看全部解释
needle	['ni:dl]	想一想再看 n. 针 vt. 用针缝，激怒，嘲弄
dependent	[di'pendənt]	想一想再看 adj. 依靠的，依赖的，从属的 n.	联想记忆 X 单词dependent 联想记忆： de加强+pend=hang悬挂+ent→依赖的
global	['gləubəl]	想一想再看 adj. 全球性的，全世界的，球状的，全局的	联想记忆 X 单词global 联想记忆：北京有一个global的厅
affect	[ə'fekt]	想一想再看 vt. 影响，作用，感动	联想记忆 X 单词affect 联想记忆： af一再，fect做，力求－力求使人做－影响
enthusiasm	[in'θju:ziæzəm]	想一想再看 n. 热情，热心;热衷的事物	联想记忆 X 单词enthusiasm 联想记忆： en进入+thus[theo神]+iasm状态→进入神的状态→热情
property	['prɔpəti]	想一想再看 n. 财产，所有物，性质，地产，道具	联想记忆 X 单词property 联想记忆： proper拥有+ty→财产；所有物；特性
confidence	['kɔnfidəns]	想一想再看 adj. 骗得信任的 n. 信任，信心，把握	联想记忆 X 单词confidence 联想记忆： con+fid相信，信念+ence→自信，信任
careless	['kɛəlis]	想一想再看 adj. 粗心的，疏忽的 n. 不关心的，粗心
migration	[mai'greiʃən]	想一想再看 n. 移民，移往，移动
measure	['meʒə]	想一想再看 n. 措施，办法，量度，尺寸 v. 测量，量	联想记忆 X 单词measure 联想记忆： meas计量，测量等+ure→测量，测定